UBRARt 

UNIVERSirr  OF  CALIFORNIA 

RIVERSIDE 


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RUTGERS  COLLEGE 


THE  CELEBRATION 

OP 

THE  ONE  HUNDRED  AND  FIFTIETH 
ANNIVERSARY  OF  ITS  FOUNDING 

AS 

QUEEN'S  COLLEGE 

1766-1916 


Published  by  the  College 
May  1917 


THE  EDITORIAL  COMMITTEE 

Prof.  J.  Volney  Lewis,  Chairman 

Prof.  Louis  Bevier 

Prof.  John  C.  Van  Dyke 

Prof.  Fred  H.  Dodge 

Mr.  George  A.  Osborn 

Mr.  Earl  Reed  Silvers,  Secretary 


Digitized  by  the  Internet  Archive 

in  2007  with  funding  from 

IVIicrosoft  Corporation 


http://www.archive.org/details/celebrationofoneOOrutgiala 


CONTENTS 

Introduction 1 

Friday,  October  Thirteenth 

Commemoration  Exercises  9 

Address  on  behalf  of  the  State  of  New  Jersey 

Governor  James  F.  Fielder 13 

Historical  Address,  President  William  H.  S.  Demarest 16 

Address  on  behalf  of  the  Reformed  Church  in  America 

Reverend  Ame  Vennema 45 

Address  on  behalf  of  Holland 

Chevalier  W.  L.  F.  C.  van  Rappard 48 

The   Anniversary   Pageant 56 

Reception  by  Mr.  James  Neilson 85 

The    Anniversary    Dinner 86 

Speech,  President  Hibben  87 

Speech,  President   Finley    92 

Speech,  President  Faunce  97 

Speech,  Chevalier  van  Rappard  105 

Class   Reunion   Dinners 108 

Torchlight  Procession  and  Singing 108 

Saturday,  October  Fourteenth 

Recognition  of  Delegates  and  Conferring  of  Degrees Ill 

Addresses  on  behalf  of  Colleges  and  Universities 

Address,  President  Butler    114 

Address,  President  Meiklejohn    117 

Address,  President  Sparks    122 

Address,  Baron  Chuzaburo  Shiba   125 

Conferring   of   Degrees 128 

Presentation  of  Tablet  by  Sons  of  the  American  Revolution 134 

Alumni  Parade  and  Football  Game 137 

Reception  by  Daughters  of  the  American  Revolution 138 

Alumni   Dinner    139 

Introductory  Speech,  Haley  Fiske,  Esq.,   '71 140 

Greetings  from  the  City  of  New  Brunswick 

Honorable  W.  E.  Florance   '85 146 

"The  College  Graduate  in  the  World  of  Learning" 

Professor  Lane  Cooper    '96 148 

"The  College  Graduate  in  the  World  of  Business" 

Mr.  Leonor  F.  Loree   '77 154 

"The  College  Graduate  in  the  World  Evangelism" 

Reverend  Dr.  W.  I.  Chamberlin   '82 163 

"The  College  Graduate  in  the  College  World" 

Mr.  PhUip  M.  Brett   '92 170 

V 


vi  CONTENTS 

Presentation  of  Memorial  Tablet  by  the  Class  of  1880 

Dr.  B.  Hasbrouck  Sleght    '80 174 

Presentation  of  Portrait  of  President  Demarest  by  the  Ahimni 

Dean  Louis  Bevier   '78 176 

The   President 's    Response 178 

Sunday,  October  Fifteenth 

Anniversary  Sermon,  Reverend  A.  V.  V.  Raymond 183 

Presentation  of  Tablet  by  the  Society  of  Colonial  Wars 198 

Response  by  President  Demarest 201 

Vespers    202 


Thursday,  October  Twelfth 

Educational  Conference 

Address  of  Welcome,  President  Demarest 211 

"The  Federal  Government  and  Public  Education" 

Commissioner  Philander  P.  Claxton . 213 

"An  Organic  State  School  System" 

President  Henry  Suzzallo 224 

Discussion  by 

Commissioner  Calvin  N.  Kendall 231 

Deputy  Commissioner  Thomas  E.  Finegan 237 

"A  College  of  Liberal  Arts — Nevertheless" 

President  Rush  Rhees 243 

"The  College  of  Agriculture  as  a  Public  Service  Institution" 

Dean  Eugene  Davenport 258 

"The  Mechanic  Arts  College  in  a  State  Institution" 

Dean   Edv?ard   Orton 272 

"The  Factors  Entering  into  a  State  Program   of  Vocational  In- 
struction ' ' 

Director  Arthur  D.  Dean 288 

Discussion  by 

Assistant  Commissioner  Albert  B.   Meredith 304 

Assistant  Commissioner  Lewis  H.  Carris 309 

Appendix 

Organization    315 

Invitations    317 

General  Program    320 

Letters   of   Congratulation 329 

Names  of  Delegates 356 

Officials  of  the  City  of  New  Brunswick 365 

Ministers  of  New  Brunswick  Churches 365 

Faculty  of  New  Brunswick  Theological  Seminary 365 

Register  of  Alumni  Attendance 366 

The  College  Register 

Board  of  Trustees 378 

Faculty    379 

Graduate  Students    380 

Undergraduates   381 


LIST  OF  ILLUSTRATIONS 

Old   Queen  'b Frontispiece 

PAOX 

Governor  Fielder,  Chevalier  van  Bappard,  President  Demarest 4 

Academic   Procession,   Friday 12 

General  View  of  the  Pageant  Setting 56 

Pageant,  Prolog :     Philosophy  and  the  Liberal  Arts 60 

Pageant,  Episode  I :     The  Fatted  Calf 64 

Pageant,  Episode  I :     The  Dutch  Crossing  the  Baritan 68 

Pageant,  Episode  II:     The  Granting  of  the  Charter,  1766 72 

Pageant,  Episode  III :      Colonial  Militia   76 

Pageant,  Episode  III :     The  Beading  of  the  Declaration 80 

Pageant,  Episode  IV :     The  Laying  of  the  Cornerstone 84 

Pageant,  Prolog :     Knights  and  Monks 88 

Pageant,  Episode  V :     The  Ball  at  Buccleuch 88 

Pageant,  Episode  V :     The  Ball  at  Buccleuch 92 

Pageant,  Episode  VI :     The  Flag  Baising,  1861 96 

Pageant,  Episode  VI :     Citizens  at  the  Flag  Baising 100 

Pageant  Epilog:     The  Expansion  of  Learning 104 

Pageant,  Epilog :     The  Colonial  Colleges 108 

Academic  Procession,  Saturday 112 

Academic  Procession,  Saturday 116 

Alumni  Parade,  Saturday  afternoon 120 

Alumni  Parade,  Saturday  afternoon 124 

Alumni  Parade  on  the  Neilson  Field 128 

Parade  on  Neilson  Field — Flag  Carried  by  Students 132 

Tablet  to  Butgers  Men  in  the  Bevolution 136 

Members  of  the  First  Intercollegiate  Football  Team 140 

At  the  Football  Game :     Washington  and  Lee  vs.  Butgers 144 

Besolutions  of  the  Board  of  Commissioners  of  New  Bnmswick 148 

Tablet  to  Butgers  Men  in  the  Civil  War 174 

Tablet  to  President  Milledoler 174 

Interior  of  the  Kirkpatrick  Chapel 184 

Hardenbergh  Memorial  Window 192 

Hendriek  Fisher   Tablet 198 


INTRODUCTION 

The  celebration  of  the  one  hundred  and  fiftieth  anni- 
versary of  the  granting  of  the  Royal  Charter  in  1766  to 
Queen's  College,  now  Rutgers  College,  was  formally  de- 
termined and  arrangements  for  it  were  actually  begun 
by  the  Board  of  Trustees  in  1915  when  they  appointed 
Clarence  Ward,  Ph.D.,  Professor  of  Architecture,  Chair- 
man of  a  Celebration  Committee  to  be  organized  by  him. 

He  associated  with  him  as  members  of  that  committee 
Professor  Louis  Bevier,  Dean,  Professor  Ralph  G. 
Wright,  Associate  Professor  Edmond  W.  Billetdoux,  and 
Librarian  George  A.  Osborn ;  and  this  committee  at  once 
entered  into  consideration  of  the  necessary  arrangements 
for  the  occasion,  having  the  President  of  the  College, 
Dr.  W.  H.  S.  Demarest,  in  constant  consultation  with 
them  and  the  Field  Secretary  of  the  Alumni  Association, 
Mr.  Earl  R.  Silvers,  in  constant  cooperation. 

Professor  Ward,  as  chairman,  exercised  general  over- 
sight of  all  details,  took  under  his  individual  direction  all 
printing,  and  was  in  full  and  immediate  charge  of  the 
pageant,  which  he  personally  prepared  and  directed.  To 
Professor  Bevier  was  given  responsibility  for  the  selec- 
tion and  securing  of  speakers  and  for  drawing  up  the  lists 
of  institutions  and  societies  to  which  invitations  should 
be  sent.  Professor  Billetdoux  was  placed  in  control  of 
the  issuing  of  all  invitations  and  of  the  entire  correspond- 
ence with  institutions,  delegates,  and  guests.  To  Pro- 
fessor Wright  was  given  charge  of  all  arrangements  for 
hospitality  and  transportation,  for  dinners  and  lunch- 
eons. Mr.  Osborn,  with  Mr.  Silvers,  secretary,  and  Mr. 
Ralph  W.  Voorhees,  assistant  secretary,  took  upon  them- 
selves all  arrangements  especially  related  to  the  alumni. 
Professor  Walter  T.  Marvin  was  later  designated  to  ar- 


2  RUTGEBS  CELEBRATION 

range  for  the  reception  of  guests,  Professor  Richard 
Morris  for  their  registration,  and  Professor  Frederick 
C.  Minkler  for  the  transportation  to  and  from  the  pa- 
geant. 

The  plans  were  so  perfectly  organized  and  the  details 
so  perfectly  managed  that  the  entire  program  was  car- 
ried out  with  remarkable  satisfaction  and  success  at  the 
appointed  time. 

The  days  chosen  for  the  celebration  were  Friday,  Sat- 
urday, and  Sunday,  October  13, 14,  and  15,  the  exact  date 
of  the  granting  of  the  Charter,  November  10,  being  con- 
sidered too  late  for  anticipating  favorable  weather  condi- 
tions. Preceding  the  historical  and  academic  exercises 
of  these  days,  on  Thursday,  October  12,  an  educational 
conference  was  arranged,  especially  for  the  school  officers 
and  teachers  of  the  State  of  New  Jersey,  and  it  became 
an  important  part  of  the  Celebration  exercises. 

The  citizens  of  New  Brunswick,  deeply  interested  in 
the  Celebration,  were  enlisted  to  insure  its  success, 
especially  giving  their  cordial  cooperation  in  opening 
their  homes  to  visitors,  in  placing  private  conveyances 
at  College  disposal,  in  participating  in  the  pageant,  and 
in  composing  the  anniversary  chorus.  The  local  Board 
of  Trade  offered  their  service  in  any  possible  way  and 
distributed  College  banners  of  their  own  design  through 
the  City.  The  officials  of  New  Brunswick,  the  mem- 
bers of  the  City  Commission  and  heads  of  departments, 
by  special  attention  gave  all  appropriate  facilities.  The 
Pennsylvania  Railroad  most  courteously  arranged  all 
desired  special  stops  of  trains  and  in  other  ways  most 
carefully  and  generously  served  the  College's  comfort 
and  convenience  through  the  four  days. 

The  undergraduates  undertook  large  and  indispensable 
service  in  many  ways,  not  only  by  taking  part  in  the 
pageant,  but  as  well  by  placing  their  dormitory  rooms  at 
the  disposal  of  guests  and  by  acting  as  escorts  from 
trains  and  to  registration  rooms,  to  lodgings,  and  at 
the  places  of  meeting. 


INTRODUCTION  3 

The  property  of  the  College  received  special  appro- 
priate care  and  some  notable  renovation.  The  most  note- 
worthy change  was  in  the  Kirkpatrick  Chapel,  where 
inner  partitions  were  removed  and  the  entire  interior 
made  into  one  assembly  room.  This  was  rendered  possible 
by  a  gift  of  $10,000  for  the  purpose  made  by  Mr.  William 
P.  Hardenbergh,  as  a  memorial  to  his  great-great-grand- 
father, the  first  President  of  the  College,  and  the  work 
was  carried  out  by  Mr.  Henry  J.  Hardenbergh,  his 
brother,  who  originally  designed  the  building,  and  who 
at  this  time  added  as  further  memorial  to  President 
Hardenbergh  a  large  stained  glass  window  in  the  chancel, 
"Christ,  the  Great  Teacher." 

The  work  of  change  and  renovation  could  not  be  begun 
until  August  12  and  responsibility  was  laid  upon  the  con- 
tractors for  the  most  rapid  construction  consistent  with 
first  class  workmanship.  Remarkable  skill,  diligence,  and 
personal  interest  shown  by  the  contractors  brought  the 
work  to  completion  in  two  months.  The  result  is  a  Chapel 
even  more  attractive  than  before  and  providing  an  in- 
crease of  nearly  three  hundred  in  seating  capacity. 
Under  the  direction  of  Professor  John  C.  Van  Dyke,  the 
portraits  were  hung  in  a  more  artistic  way  and  in  a  way 
more  consecutive  historically.  Two  new  portraits  were 
added  to  the  collection — one  of  the  recent  President  of 
the  CoUege,  Dr.  Austin  Scott,  presented  as  a  graduation 
gift  by  the  class  of  1916,  and  one  of  President  Demarest, 
presented  at  the  anniversary  time  by  the  alumni  of  the 
College.  Two  tablets  also  were  erected  on  the  interior 
wall  of  the  Chapel,  one  in  memory  of  Hendrick  Fisher, 
a  founder  of  the  College  with  Dr.  Hardenbergh  and  first 
President  of  its  Board  of  Trustees,  presented  by  the  New 
Jersey  Chapter  of  the  Society  of  Colonial  Wars,  and  one 
in  honor  of  Rutgers  men  enlisted  for  the  Union  in  the 
Civil  War,  presented  by  the  class  of  1880.  A  third  tablet, 
in  memory  of  President  Philip  Milledoler,  the  gift  of  his 
grandson,  Mr.  Gerard  Beekman,  has  since  been  erected. 
The  organ,  given  in  memory  of  George  Buckham,  Esq., 


4  RUTGERS  CELEBRATION 

of  the  class  of  1832,  by  his  daughter,  Mrs.  William  J. 
Wright,  and  built  by  the  Ernest  M.  Skinner  Organ  Com- 
pany of  Boston  at  a  cost  of  $10,000,  was  not  completed  at 
the  anniversary  time  but  has  since  been  installed. 

The  photographs  of  the  graduating  classes  which  had 
been  in  the  Chapel  lecture  room  were  hung  in  the  Alumni 
and  Faculty  House,  the  reception  room  of  which  had  been 
entirely  refurnished.  The  President's  office  which  had 
also  been  in  the  Chapel  building  was  removed  to  the 
Queen's  Building.  Arrangements  had  been  completed 
for  the  needed  paving  of  two  sides  of  the  Queen's  Campus, 
and  for  the  removing  of  telephone  poles  between  it  and 
the  Neilson  Campus,  but  the  work,  not  done  at  the  time, 
was  completed  a  little  later. 

A  further  change  in  the  property  marking  the  anniver- 
sary, to  the  great  satisfaction  of  all,  was  the  painting  of 
the  cupola  and  doors  and  window  frames  of  old  Queen's 
Building  white.  This  change  restored  its  early  fashion, 
departed  from  more  than  fifty  years  ago,  and  greatly 
emphasized  the  Colonial  character  of  the  building  and 
its  beautiful  proportions.  Upon  the  outer  wall  was 
erected  a  tablet  in  honor  of  the  Queen's  College  men  who 
served  in  the  Revolutionary  War,  the  gift  of  the  New 
Jersey  Chapter  of  the  Sons  of  the  American  Revolution. 
Within  the  building,  the  original  Chapel  room,  used  in 
later  years  for  classroom  purposes,  was  completely  reno- 
vated and  made  the  Fine  Arts  Room,  the  collections  being 
disposed  in  it  under  direction  of  Professor  Van  Dyke  on 
their  removal  from  their  room  in  the  Chapel  building  in 
consequence  of  the  renovation  there. 

In  Van  Nest  Hall  was  the  general  registration  bureau, 
in  charge  of  Professor  Richard  Morris  and  his  associates, 
and  the  bureau  of  information,  under  the  supervision  of 
Professors  William  H.  Kirk  and  J.  Volney  Lewis;  the 
Alumni  and  Faculty  House  was  the  registration  bureau 
for  alumni,  in  charge  of  Mr.  Charles  P.  Wilber,  '05, 
and  his  associates.  The  Engineering  Building  was 
the    men's    building,    in    charge    of    Professor    A.    A. 


o 
O 


INTEODUCTION  5 

Titsworth  and  his  associates,  where  check  rooms  were 
provided  and  where  the  delegates  from  other  institutions 
assumed  their  robes  for  the  academic  procession  on  Fri- 
day morning  and  where  the  Faculty  similarly  formed  on 
Saturday  morning.  The  Chemistry  Building  was  made 
the  women's  building,  with  all  similar  facilities  provided. 
The  Library  was  made  a  reception  room  for  delegates 
and  visitors  at  all  times,  and  the  delegates  formed  in 
academic  procession  there  on  Saturday  morning  with  the 
Trustees  and  the  candidates  for  honorary  degrees.  The 
Fine  Arts  Room  in  the  Queen's  Building  became  the 
robing  room  for  the  Faculty  forming  in  academic  pro- 
cession on  Friday  morning.  In  the  Physics  Lecture 
Room  of  Geological  Hall  at  the  same  time  the  Trus- 
tees held  their  brief  meeting  and  put  on  their  academic 
robes.  The  Chapel  was  made  the  assembly  room  of 
Trustees  and  delegates  on  Friday  morning,  and  was  the 
starting  point  of  the  academic  procession. 

The  John  Howard  Ford  Dormitory  was  entirely  given 
to  delegates  and  other  guests,  the  students  having  vacated 
their  rooms  and  finding  temporary  quarters  in  Winants 
Hall  or  in  fraternity  and  club  houses,  which  also  afforded 
accommodations  to  many  visiting  alumni  members.  The 
Theological  Seminary  also  courteously  placed  its  gym- 
nasium at  the  disposal  of  the  College  for  dormitory  use 
and  many  students  were  thus  provided  for. 

The  Robert  F.  Ballantine  Gymnasium  was  entirely  set 
apart  for  the  dinners  and  luncheons  which  were  managed 
there  by  the  caterer  with  great  skill  and  efficiency. 

All  of  the  collections  of  the  College,  including  among 
others  the  scientific  collections  in  Geological  Hall  Mu- 
seum, in  New  Jersey  Hall,  and  in  the  Entomological 
Building,  the  fine  arts  collection  in  the  Queen 's  Building, 
and  the  athletic  collections  in  the  Gymnasium,  were  open 
to  visitors.  Of  especial  interest  was  the  collection  of 
portraits  in  the  Chapel  and  the  historical  collection  in  the 
Library,  which  was  arranged  in  special  and  advantageous 
way,  including  manuscripts,  publications,  prints,  photo- 
graphs, and  various  relics  related  to  the  early  history  of 


6  RUTGERS  CELEBRATION 

the  College.  Some  valuable  gifts  were  added  at  the  time. 
Articles  of  historical  interest  were  loaned  to  the  collec- 
tion for  the  days  of  the  Celebration.  The  collection  re- 
mained a  special  exhibit  for  two  weeks  after  the  Celebra- 
tion, together  with  greetings  from  colleges  and  univer- 
sities and  photographs  and  other  items  related  to  the 
Celebration  itself. 

The  weather  during  the  four  days  was  favorable  save 
on  Friday  afternoon  when  slight  rain  lessened  a  little  the 
effectiveness  of  the  pageant,  not,  however,  preventing  or 
interrupting  it.  At  its  close  the  storm  increased,  con- 
siderably affecting  the  attendance  of  guests  at  the  recep- 
tion given  by  Mr.  James  Neilson  at  ''Woodlawn." 

The  visitors  coming  for  the  Educational  Conference 
came  very  generally  for  the  day  only,  arriving  by  morning 
trains  and  leaving  by  late  afternoon  trains.  Approxi- 
mately three  hundred  were  in  attendance,  and  the  two 
sessions  commanded  great  interest.  Delegates,  visitors, 
and  alumni  began  to  arrive  on  Thursday  and  many  gath- 
ered with  the  Faculty  at  an  informal  reception  at  the 
President's  house.  Arrivals  continued  during  Friday 
and  the  maximum  number  was  in  attendance  on  Saturday. 
About  two  hundred  delegates,  representing  about  one 
hundred  and  fifty  institutions  of  higher  learning,  were 
present  at  one  or  the  other  formal  academic  function. 
Alumni  were  registered  to  the  number  of  nine  hundred, 
and  more  than  one  thousand  were  present  for  a  part  or 
for  the  whole  of  the  Celebration.  Visitors  from  the  City 
and  from  elsewhere,  several  thousand  in  all,  formed 
a  great  assembly  at  the  pageant  on  Friday  afternoon 
and  at  the  football  game  on  Saturday  afternoon.  By 
Sunday  morning  most  of  the  delegates,  out  of  town  vis- 
itors, and  alumni  had  departed;  the  large  congregation 
at  the  anniversary  sermon  service  was  chiefly  composed 
of  those  in  close  affiliation  with  the  College.  These  with 
many  fellow  townsmen  filled  the  old  First  Church  to 
overflowing  at  the  musical  thanksgiving  service  which  in 
the  afternoon  brought  the  Celebration  to  a  splendid  con- 
clusion. 


FRIDAY 
OCTOBER  THIRTEENTH 


COMMEMORATION  EXERCISES  AND 
HISTORICAL  ADDRESS 

First  Reformed  Church,  10:30  A.  M. 

The  formal  celebration,  following  upon  the  Educa- 
tional Conference^  of  the  preceding  day,  began  on  Friday, 
October  13th.  The  academic  procession  formed  at  10 
A.  M.  The  Trustees  and  the  delegates  from  other  insti- 
tutions assembled  in  the  Chapel;  the  Faculty,  Judges  of 
the  New  Jersey  Courts,  Commissioners  of  the  City  of 
New  Brunswick  and  other  guests,  not  delegates,  and  the 
honorary  graduates  assembled  in  the  Queen's  Building. 
The  alumni  formed  on  the  Queen's  Campus  and  the 
undergraduates  formed  with  the  College  battalion  on  the 
Neilson  Campus. 

The  battalion,  followed  by  the  other  students,  fresh- 
men first  and  seniors  last,  marched  through  the  Queen's 
Campus  past  the  Chapel ;  the  alumni,  in  order  from  latest 
graduation  to  earliest  graduation,  marched  past  the 
Chapel  into  line ;  the  honorary  graduates  and  guests  and 
Faculty  followed ;  and  the  delegates  and  Trustees  passed 
out  of  the  Chapel  at  the  end  of  the  procession,  Pre^dent 
Demarest  and  Governor  Fielder  being  last.  Led  by  the 
band  and  by  the  Chief  Marshal,  Professor  Ward,  the  pro- 
cession moved,  two  by  two,  each  division  led  by  its  mar- 
shal, through  George  Street,  Paterson  Street,  and  Neilson 
Street,  lined  with  spectators,  to  the  old  Dutch  Reformed 
Church. 

When  the  head  of  procession  reached  the  church  it 
stopped,  the  line  was  divided,  division  after  division,  by 
its  marshal,  until  the  Chief  Marshal,  passing  back  through 
the  centre,  reached  the  President  of  the  College  and  the 
Governor;  he  then  returned,  followed  by  them,  and  the 
procession,  thus  reversing  itself,  passed  into  the  church 
in  order  of  academic  and  graduation  precedence.     The 

^  The  program  of  the  Educational  Conference  begins  on  page  209. 


10  BUTGEES  CELEBBATION 

procession  filled  the  body  of  the  church  and  the  galleries. 
Seats  at  the  sides  of  the  church  had  been  reserved  for 
the  most  immediate  friends  of  the  College  and  were  filled. 
Few  of  the  undergraduates  or  general  visitors  were  able 
to  secure  place.  All  remained  standing  until  the  last  of 
the  procession  had  entered  the  church. 

The  President  of  the  College,  the  Governor  of  the 
State,  Chevalier  W.  L.  F.  C.  van  Eappard,  Minister  from 
the  Netherlands,  President  Ame  Vennema  of  Hope  Col- 
lege, the  Rev.  John  W.  Beardslee,  D.D.,  LL.D.,  of  the 
class  of  1860,  and  the  Rev.  Henry  E.  Cobb,  D.D.,  of  the 
class  of  1884,  were  on  the  platform.  The  exercises  were 
of  great  interest  and  were  carried  out  with  great  spirit. 
The  singing  of  the  hymns  was  stirring  in  the  extreme 
and  the  speakers  were  enthusiastically  received  by  the 
audience. 

COMMEMOKATION  EXERCISES 

Governor  Fielder:  The  invocation  will  be  offered  by 
the  Reverend  John  W.  Beardslee,  of  the  class  of  1860. 

Invocation 
Rev.  John  W.  Beardslee,  Class  of  1860 

Almighty  God,  our  Heavenly  Father,  we  have  met  to- 
gether this  morning  in  Thy  name  to  render  thanks  and 
praise  to  Thee  for  the  great  blessings  Thou  hast  granted 
unto  us.  We  pray  Thou  wilt  help  us  to  come  with  the 
right  spirit,  remembering  that  every  good  and  perfect 
gift  comes  from  Thee.  And  as  we  speak  of  all  Thy  good- 
ness to  us  we  pray,  0  God,  that  we  may  have  grace  given 
to  us  to  use  the  blessings  unto  Thy  glory  and  unto  the 
good  of  those  about  us. 

As  we  are  assembled  here  this  morning  our  hearts  go 
back  through  the  years  that  have  passed,  and  we  remem- 
ber what  our  fathers  have  done  with  faith  and  love,  look- 
ing unto  Thee  because  Thou  hast  promised  a  blessing. 
We  thank  Thee  that  all  down  the  history  of  those  years 
we  can  see  how  Thy  guiding  hand  has  been  upon  us  as 
an  institution  of  learning.    We  thank  Thee  for  the  grad- 


FRIDAY,  OCTOBER  THIRTEENTH  11 

ual  development  of  its  resources  and  for  the  Institution 
as  a  working  force  in  the  world.  We  rejoice  this  morn- 
ing as  we  think  of  how  many  men  have  gone  forth  from 
its  walls  to  do  good  service  to  God  and  to  their  fellow 
men.  We  pray,  as  we  are  sitting  here  this  morning,  we 
pray  Thee  we  may  have  grace  given  unto  us  that  we  may 
appreciate  the  great  responsibilities  that  come  upon  us 
because  of  this  record  of  the  past.  Forbid  that  we  should 
come  here  rejoicing  in  what  we  have  attained  through 
Thy  grace  and  blessing,  and  failing  to  look  forward  to 
the  greater  things  which  are  for  us  to  do  in  the  future. 

Lift  up  our  minds,  enlarge,  we  pray  Thee,  our  under- 
standing of  Thy  work  in  the  world.  May  we  go  forth  in 
Thy  name  and  do  greater  deeds  than  our  fathers  have 
done.  We  pray  that  Thou  wilt  bless  all  that  may  be  done 
this  day  and  during  these  exercises,  and  that  as  we  go 
back  to  our  homes  and  to  our  fields  of  labor  we  may  have 
and  we  may  carry  with  us  higher  aspirations  and  truer 
visions  of  the  Kingdom  of  God  in  the  world  and  a  deeper 
sense  of  our  obligation  to  do  good  unto  each  man  as  we 
have  opportunity.  So  may  the  lessons  of  Thy  providence 
quicken  our  faith  and  may  we  be  consecrated  in  the  good 
work  and  word  whereby  Thy  name  may  be  glorified  and 
those  about  us  may  be  brought  up  into  a  higher  and  bet- 
ter life. 

Bless  this  College  in  all  its  work,  and  we  pray  that  it 
may  ever  cherish  the  motives  which  directed  its  founders 
and  which  have  inspired  the  men  who  have  brought  it 
to  this  point. 

Hear  our  prayer,  0  God;  command  Thy  blessing  in 
the  years  to  come  as  Thou  hast  done  in  the  past;  and  so 
may  the  progress  of  the  Institution  carry  greater  light 
and  greater  inspiration  to  men  everywhere ;  and  as  they 
go  forth  all  over  the  earth  we  pray  that  they  may  carry 
with  them  the  Gospel  of  Jesus,  which  underlies  all  our 
prosperity.  We  ask  it  in  the  name  of  Jesus  Christ,  our 
Saviour.    Amen. 


12  RUTGERS  CELEBRATION 

Governor  Fielder  :  Let  us  all  join  in  singing  the  hymn ; 
**A  Mighty  Fortress  is  our  God." 

EIN'  FESTE  BURG 
A  mighty  fortress  is  our  God, 

A  btilwark  never  failing; 
Our  helper  He  amid  the  flood 
Of  mortal  ills  prevailing; 
For  still  our  ancient  foe 
Doth  seek  to  work  us  woe; 
His  craft  and  power  are  great, 
And  armed  with  cruel  hate, 
On  earth  is  not  his  equal. 

Did  we  in  our  own  strength  confide, 

Our  striving  would  be  losing, 
Were  not  the  right  Man  on  our  side, 
The  Man  of  God's  own  choosing: 
Dost  ask  who  that  may  be? 
Christ  Jesus,  it  is  He! 
Lord  Sabaoth,  His  name, 
From  age  to  age  the  same; 
And  He  must  win  the  battle. 

And  though   this   world,   with   devils   filled, 

Should  threaten  to  imdo  us, 
We  will  not  fear,  for  God  hath  willed 
His  truth  to  triumph  through  us: 
The  prince  of  darkness  grim — 
We  tremble  not  for  him; 
His  rage  we  can  endure; 
For  lo,  his  doom  is  sure; 
One  little  word  shall  fell  him. 

That  word  above  all  earthly  powers — 

No  thanks  to  them — abideth; 
The  Spirit  and  the  gifts  are  ours. 
Through  Him  who  with  us  sideth: 
Let  goods  and  kindred  go. 
This  mortal  life  also; 
The  body  they  may  kill, 
God's  truth  abideth  stUl; 
His  kingdom  is  forever. 
Martin  Luther  1529;  Tr.  by  Frederick  Henry  Hodge  1852. 


TBIDAY,  OCTOBER  THIRTEENTH  13 

ADDEESS 
James  F.  Fielder,  LL.D. 

Governor  of  the  State  of  New  Jersey 

It  is  peculiarly  fitting  and  proper  that  in  these  inter- 
esting exercises  commemorating  the  one  hundred  and 
fiftieth  anniversary  of  the  founding  of  old  Queen's  Col- 
lege the  State  of  New  Jersey  should  be  officially  repre- 
sented, and  I  count  myself  fortunate  and  honored  that 
at  this  moment  I  happen  to  be  the  Governor  and  there- 
fore entitled  to  speak  for  the  State.  We  who  belong  to 
New  Jersey  by  birth  and  for  whom  the  State  holds  all 
the  affection  that  attaches  to  the  home  land  are  especially 
proud  of  this  old  College  that  for  a  century  and  a  half 
has  been  one  of  the  State's  noted  landmarks. 

Those  sturdy  ancestors  of  ours,  intent  upon  establish- 
ing a  permanent  home  in  the  new  country  to  which  they 
had  come,  understood  well  that  the  structure  of  a  success- 
ful civilization  must  be  builded  upon  religion  and  educa- 
tion; and  so,  from  the  earliest  times,  the  church  and  the 
schoolhouse  were  linked  together  and  the  pastor  of  the 
one  was  frequently  the  schoolmaster  of  the  other.  It  was 
therefore  only  natural  that  the  movement  for  the  estab- 
lishment of  colleges  in  the  Province  of  New  Jersey  should 
be  led  by  the  clergy,  and  so  through  the  efforts  of  the 
Presbyterian  Church,  Princeton  College  was  founded, 
and  shortly  thereafter  the  Reformed  Dutch  Church, 
through  the  Governor  of  the  Province,  obtained  a  royal 
charter  from  King  George  the  Third,  in  1766,  and 
brought  into  existence  old  Queen's  College. 

Mutterings  of  the  dreadful  days  to  come  were  already 
in  the  air.  The  stirring  days  that  preceded  the  final 
break  with  the  mother  country  were  almost  upon  the 
founders  of  the  College,  but  the  desire  to  establish  a 
theological  seminary  and  an  institution  for  higher  edu- 
cation was  so  deeply  imbedded  in  their  hearts  that  they 
were  in  no  degree  dismayed.    Scarcely  had  the  College 


14  RUTGERS  CELEBRATION 

been  established,  however,  when  the  Eevolutionary  War 
broke  in  all  its  fury,  calling  faculty,  scholars,  and 
founders  to  bear  their  part  in  the  great  struggle  for  the 
independence  of  the  Colonies.  Through  the  vicissitudes 
of  war  and  the  embarrassment  of  financial  troubles  the 
College  bravely  struggled,  the  loyalty,  faith,  and  efforts 
of  her  supporters  never  failing,  until  she  finally  emerged 
from  the  trials  that  beset  her  and  proceeded  on  her  way 
toward  the  success  she  has  since  achieved. 

In  1825  application  was  made  to  the  State  for  leave 
to  change  her  corporate  title,  which  request  was  promptly 
granted,  and  from  thenceforth,  in  honor  of  her  warm 
friend  and  patron,  Col.  Henry  Rutgers,  she  has  been 
legally  known  by  the  corporate  title  *'The  Trustees  of 
Rutgers  College  in  New  Jersey."  It  must  have  been 
prior  to  that  date,  for  I  find  no  record  subsequent  to  that 
time,  that  the  interests  of  the  CoUege  and  the  State  first 
became  closely  united,  through  the  designation  of  the 
Governor,  the  Chief  Justice  of  the  Supreme  Court,  and 
the  Attorney-General  as  ex  officio  members  of  the  Board 
of  Trustees.  This  relation  has  continued  to  this  time, 
and  while  the  multitude  of  other  duties  has  prevented 
me  from  performing  the  duties  of  the  honorable  office  of 
trustee  of  this  great  College  as  I  would  wish,  I  have 
greatly  enjoyed  the  several  times  I  have  been  here  and 
I  have  learned  to  appreciate  the  advantages  of  the  close 
ties  existing  between  the  State  and  the  College. 

From  time  to  time  it  became  apparent  that  much  closer 
connection  with  the  College  would  be  of  benefit  to  our 
citizens  and  this  has  been  accomplished  through  various 
acts  of  the  Legislature,  the  earliest  passed  in  1864, 
whereby  the  State  designated  Rutgers  College  as  the 
State  College  and  adopted  it  as  part  of  its  school  system, 
providing  free  scholarships  therein  and  making  pro- 
vision for  its  support  out  of  State  funds.  This  closer 
union  has  proved  of  great  advantage  to  many  a  deserving 
youth  of  the  State  whose  family  financial  conditions  could 
not  provide  a  college  education,  but  who,  through  the  co- 


FRIDAY,  OCTOBER  THIRTEENTH  15 

operation  of  the  College  and  the  State,  have  been  enabled 
to  pass  through  these  halls.  Many  of  them  have  taken 
prominent  positions  in  the  business  and  civic  life  of 
this  country,  which  otherwise  might  not  have  been 
theirs. 

Agriculture  is  the  fundamental  industry  of  the  world. 
Through  wise  and  liberal  appropriations  the  State  has 
encouraged  and  assisted  the  agricultural  department  of 
the  College  and  has  helped  to  make  it  notable  for  its 
thorough  and  efficient  courses  of  instruction.  The  great 
popularity  and  value  of  these  courses  is  attested  by  the 
increasing  number  of  scholars  in  attendance  each  year, 
and  through  the  knowledge  of  scientific  and  intensive 
farming  thus  disseminated,  the  State  has  greatly  in- 
creased in  agricultural  wealth. 

Would  the  occasion  permit,  I  might  at  greater  length 
point  out  the  advantages  accruing  through  the  union  be- 
tween the  State  and  the  College,  but  it  is  sufficient  now 
to  say  that  the  relation  is  permanent  and  to  the  lasting 
benefit  of  our  citizens. 

May  I  express  to  the  President  of  the  College  my 
appreciation  of  his  efforts  which  are  so  largely  responsi- 
ble for  the  cordial  understanding  which  exists  between 
the  State  officials  and  his  Board  of  Trustees;  and  may 
I  congratulate  him,  the  Trustees,  and  the  Faculty  upon 
the  position  Rutgers  has  attained  among  the  colleges  of 
our  country;  and  may  I  give  voice  to  the  hope,  which  I 
know  is  in  the  heart  of  her  sons  and  in  the  heart  of  every 
true  Jerseyman,  that  this,  our  College,  shall  continue  to 
grow  and  prosper  as  a  force  for  the  higher  education  of 
our  people. 

Governor  Fielder  :  May  I  now  present  the  President, 
Dr.  "William  H.  S.  Demarest,  who  will  deliver  the  his- 
torical address. 


16  EUTGEES  CELEBEATION 

HISTORICAL  ADDRESS 
W.  H.  S.  Demabest,  D.D.,  LL.D. 

President  of  Eutgers  College 

It  is  fitting  that  we  gather  in  this  house  of  God  to  honor 
the  College  now  one  hundred  and  fifty  years  old.  Nearly 
three  centuries  ago  the  first  minister  came  from  the 
Netherlands  to  New  Amsterdam,  and  the  first  school- 
master. Two  centuries  ago  this  church  was  organized 
in  this  new  Dutch  settlement.  One  century  ago  this 
house  was  built.  Midway  between  the  organizing  of  this 
communion  and  the  erecting  of  this  house,  the  College 
was  founded,  with  the  minister  and  the  elder  of  this 
church  counted  among  the  living  stones  of  its  foundation. 
Here  in  the  day  of  the  College's  birth,  John  Leydt 
preached  the  word  and  urged  the  start  of  a  training 
school  for  the  elect  young  men  of  his  blood  and  faith ;  and 
Hendrick  Fisher,  ruling  elder,  high  in  the  councils  of  the 
Province,  spared  no  toil  that  the  College  movement  pros- 
per. Jacob  Rutsen  Hardenbergh,  minister  of  this  church, 
was  first  President  of  the  College.  Ira  Condict,  minister 
of  this  church,  presided  over  it  when  its  present  oldest 
edifice  was  built  in  1809.  The  churchyard  here,  a  step 
from  where  we  sit,  is  the  resting  place  of  many  men  who 
served  the  College  in  their  day:  Hardenbergh,  Condict, 
Livingston,  Frelinghuysen,  Presidents ;  De  Witt,  Ludlow, 
Van  Vranken,  Schureman,  WoodhuU,  Cannon,  Pro- 
fessors. 

The  people  of  the  Netherlands,  sturdy  in  the  Reforma- 
tion faith,  were,  as  we  well  know,  likewise  pledged  to 
the  cause  of  sound  and  broad  education.  Their  univer- 
sities and  common  schools  in  the  earlier  days  of  the 
modern  times  bear  witness  to  their  zeal  for  the  higher 
learning  and  for  the  common  intelligence.  The  families 
from  that  fatherland,  coming  from  such  tradition,  did 
not  come  for  the  sake  of  their  religion  or  for  the  sake 
of  freedom  in  thought  or  conscience.    Nor  did  they  come 


FRIDAY,  OCTOBER  THIRTEENTH  17 

in  flight  from  poverty  to  find  a  chance  to  make  at  least 
a  living.  They  came  bringing  their  freedom  and,  well 
to  do,  to  make  investment  of  themselves  and  their  pos- 
sessions in  a  new  land  which  promised  rare  opportunity 
for  worldly  welfare.  There  were  churches  soon  and 
ministers  here  and  there  in  New  Amsterdam,  Brooklyn, 
Fort  Orange,  Kingston,  Bergen,  in  the  midyears  of  the 
seventeenth  century.  And  ancient  schools  there  were, 
in  New  Amsterdam  and  Bergen  and  the  other  centers  of 
the  farming  and  trading  life.  The  missionary  Bertholf, 
only  Dutch  minister  in  New  Jersey  until  1709,  made  his 
missionary  journeys  up  and  down  these  valleys  of  the 
Raritan,  the  Hackensack,  the  Passaic,  moving  the  people 
to  build  into  a  church  life  the  faith  they  held.  And  then 
these  churches  in  the  provinces  of  New  York  and  New 
Jersey  were  much  without  the  needed  ministry.  The 
ministers,  it  was  thought,  must  come  from  the  father- 
land. Whence,  otherwise,  in  the  earliest  days  could  they 
come,  trained  to  their  work  and  speaking  a  language 
understood?  Even  later  on,  when  men  trained  in  the- 
ology might  be  found  on  this  side  the  water  and  when 
the  English  tongue  had  begun  its  conquest  over  the 
Dutch,  whence  could  the  needed  soundness  of  the  faith 
and  excellence  of  discipline  come  save  from  the  old  and 
well-tried  schools?  Perhaps  it  was  the  ministers  them- 
selves rather  than  the  congregations  that  insisted  on  this 
Holland  education  and  ordination.  Among  them  leaders 
must  arise,  who,  alive  to  the  needs  of  the  churches  and 
to  the  trouble  and  expense  of  education  abroad,  would 
give  themselves  to  the  making  of  an  American  church 
and  of  home  institutions  of  sacred  and  secular  learning. 

In  1719  Theodorus  Jacobus  Frelinghuysen  came  from 
the  old  country  and  took  upon  himself  the  charge  of  all 
the  churches  in  this  Raritan  Valley,  in  what  are  now  the 
counties  of  Somerset  and  Middlesex;  and  with  him  was 
Jacobus  Schureman,  the  schoolmaster.  The  church  of 
this  immediate  vicinity  was  three  miles  west  of  this  spot. 
Three  Mile  Run.    There  was  his  home,  and  there  he  was 


18  RUTGERS  CELEBRATION 

buried.  His  labors  in  this  widespreading  parish  began 
a  new  era  in  its  life.  He  was  an  evangelist  of  rare  spirit- 
ual power.  With  Tennent  and  Whitefield  he  was  a  fel- 
low spirit  and  he  played  his  part  in  the  Great  Awakening 
at  its  crest,  in  the  fourth  decade  of  the  century.  He  was 
the  progressive  of  his  church  and  time.  In  1738  he  and 
some  men  of  like  mind  with  him  held  first  formal  con- 
ference looking  to  some  freedom  from  old  Amsterdam; 
and  three  years  later  an  organization  was  formed,  own- 
ing still  allegiance  to  the  Church  abroad,  but  undertaking 
some  free  privilege.  Here  and  there  a  young  man  was 
taught  in  the  home  of  some  minister  and  in  due  time 
ordained  by  a  circle  of  the  ministers  assuming  that  right. 
In  challenge  of  this  hint  of  independence,  ministers  and 
elders  more  conservative  formed  their  rival  conference, 
and  a  sharp  controversy  lasting  almost  a  generation 
was  born. 

It  was  natural  that  the  men  of  American  ideals  should 
grow  steadily  in  zeal  for  an  academy,  a  university  of 
their  own.  Nor  was  it  an  instant  and  sure  conclusion 
that  Amsterdam  herself  would  disapprove  of  this;  it  is 
worth  while  to  propose  it  there  and  even  to  think  of 
gaining  rich  support  in  Holland.  Indeed  on  this  point 
as  well  as  on  that  of  church  authority  it  would  seem  as  if 
the  fathers  in  the  old  world  were  less  anxious  about  their 
prerogatives  in  the  new  world  than  were  their  zealous 
sons  established  here.  And  again  it  is  a  strange  twist 
of  view,  but  aptly  born  perhaps  of  ruffled  feelings,  that 
the  champions  of  the  old  world  rule  became  the  advocates 
of  other  connection  in  this  land  as  against  the  zeal  for 
a  foundation  of  their  own.  For  we  have  reached  the 
time  when  colleges  were  founded  by  others  close  at  hand : 
Princeton,  then  known  as  the  College  of  New  Jersey,  in 
1746,  with  the  question  pending  between  1750  and  1752 
whether  it  should  be  at  Ne\v  Brunswick  or  Princeton; 
Columbia,  then  Kings,  in  1754.  Young  men  would  go  to 
one  or  to  the  other,  or  to  Yale  or  to  Pennsylvania  per- 
haps, and  there  was  fair  chance  to  argue  that  the  sons 


FEIDAY,  OCTOBER  THIRTEENTH  19 

of  the  Hollanders  needed  at  least  no  academic  institution 
of  their  own,  only  the  chair  of  theology  attached  with 
an  existing  college,  primarily  Kings  or  perhaps  Prince- 
ton. 

It  was  a  son  of  the  first  Frelinghuysen  who  called  the 
independent  party  to  action.  One  son,  John,  was  in  the 
parsonage  at  Raritan,  now  Somerville,  serving  churches 
that  his  father  had  served  before  him.  There  in  a  room 
set  apart  one  young  man  or  another  was  being  taught 
language  and  theology.  One  son,  Theodorus,  was  min- 
ister at  Albany,  in  the  old  Fort  Orange  Church.  He  it 
was — and  we  are  reminded  that  we  are  thinking  of  a 
people  and  a  question  not  confined  to  this  valley  or  this 
Province  but  belonging  to  the  Province  of  New  York  as 
well — he  it  was  who,  after  a  journey  on  horseback  in  the 
dead  of  winter  through  the  Hudson  Valley  declaring  his 
cause  and  gathering  strength  from  the  ministers  and 
parishes,  called  ministers  and  elders  to  meet  at  New  York 
City  **to  deal  with  our  church  affairs,  as  well  as  an 
Academy  where  our  youth  who  are  devoted  to  study  may 
receive  instruction."  Assembled  in  such  convention 
May  27,  1755,  from  a  score  of  places,  the  churches  of 
the  Hudson,  and  as  far  as  Schenectady,  of  Long  Island 
and  Staten  Island,  of  northern  and  central  New  Jersey, 
and  of  the  Delaware — over  thirty  men  in  all — they  ap- 
proved the  proposed  academy  and  a  plan  of  contribu- 
tions and  appointed  Mr.  Frelinghuysen  delegate  to 
proceed  to  Holland  in  this  behalf,  giving  him  a  high 
commission  in  sonorous  Latin:  ''Therefore  we  *  *  *  do 
resolve  in  these  present  critical  times  to  strive  with  all 
our  energy,  and  in  the  fear  of  God,  to  plant  a  university 
or  seminary  for  young  men  destined  for  study  in  the 
learned  languages  and  in  the  liberal  arts,  and  who  are 
to  be  instructed  in  the  philosophical  sciences;  also,  that 
it  may  be  a  school  of  the  prophets  in  which  young  Levites 
and  Nazarites  of  God  may  be  prepared  to  enter  upon 
the  sacred  ministerial  office."  From  the  day  of  that 
deliverance  the  founding  of  the  College  was  never  in 


20  RUTGERS  CELEBRATION 

doubt.  But  it  was  not  to  come  without  hardness  and 
delay.  The  church  at  Albany  was  unwilling  to  let  its 
minister  leave  it  for  the  long  absence  and  the  other  task. 
The  opposition  was  sharp,  especially  from  the  minister 
in  New  York.  In  Amsterdam  little  sympathy  was  shown. 
After  four  years  of  perplexity  and  of  impatient  waiting, 
the  delegate  to  Holland  took  his  departure,  writing  his 
wife  as  he  starts  a  letter  telling  rare  affection  and  com- 
pelling conscience  in  the  journey  before  him.  It  was  an 
ill-starred  journey  after  all.  We  know  little  of  it,  but 
plainly  he  had  no  very  great  success;  and,  journeying 
home,  approaching  New  York,  by  some  mischance  he 
was  lost  from  the  vessel,  drowned  in  the  waters  of  the 
harbor.  He  had  given  his  life  to  the  cause.  John  Fre- 
linghuysen  too,  at  Raritan,  had  finished  his  work.  In 
his  parsonage,  pastor  of  his  church,  was  Jacob  Rutsen 
Hardenbergh,  from  the  Hardenbergh  Patent  near  Kings- 
ton on  the  Hudson,  a  young  man  who  had  studied  with 
him  and  who  married  his  widow,  the  famous  Dinah  van 
Bergh,  the  Juffrow  Hardenbergh.  He  was  a  patriot,  a 
statesman,  a  man  of  spirit  and  faith.  The  college  enter- 
prise fell  into  strong  hands  when  it  came  to  him;  and 
John  Leydt  at  New  Brunswick  was  no  whit  behind  him. 
And  northward  at  Tappan  was  Domine  Samuel  Ver- 
brycke,  with  whom  attaches,  as  it  happens,  the  first  ref- 
erence we  have  to  the  charter  effort  itself.  In  a  letter 
of  early  1762  it  is  said  this  minister  "had  engaged,  with 
other  ministers  *  *  *  to  obtain  from  the  Governor  of 
New  Jersey  a  Charter  for  the  erection  of  an  academy  in 
that  province''  ''and,  when  refused  by  one  governor, 
sought  it  from  his  successors."  In  1763  Hardenbergh 
went  to  Holland  where,  a  letter  runs,  **he  has  already 
begun  to  gather  in  the  moneys  secured  by  Rev.  Freling- 
huysen."  In  1764  he  himself  writes  ''that  two  governors 
have  refused  their  request,  they  mean  to  try  it  with  the 
third. ' '  Their  persistence  then  is  crowned  with  success, 
for  on  November  10,  1766,  the  charter  of  Queen 's  College 
was  granted  by  George  the  Third,  in  answer  to  petition 
of  his  loving  subjects  of  the  Church  of  the  Netherlands. 


FRIDAY,  OCTOBER  THIRTEENTH  21 

No  copy  of  this  charter  is,  so  far  as  we  know,  in  exist- 
ence. Its  contents  may  be  surely  known,  ahnost  with 
completeness,  from  the  second  charter,  granted  in  1770, 
a  copy  of  which  printed  in  that  year  is  in  the  College's 
possession.  It  begins:  "George  the  Third  by  the  grace 
of  God,  of  Great  Britain,  France,  and  Ireland,  King, 
Defender  of  the  Faith,  etc. ' '  It  grants  ' '  that  there  be  a 
college,  called  Queen's  College,  erected  in  our  said 
Province  of  New  Jersey."  It  declares  the  object  of  the 
College :  *  *  for  the  education  of  youth  in  the  learned  lan- 
guages, liberal  and  useful  arts  and  sciences,  and  espe- 
cially in  divinity,  preparing  them  for  the  ministry  and 
for  other  good  offices."  The  charter  lays  no  church  re- 
quirement on  members  of  the  Board  of  Trustees  or  of 
the  Faculty  any  more  than  on  the  students.  This  one 
thing  is  required,  that  the  Trustees  in  electing  a  Presi- 
dent of  the  College  shall  always  choose  a  ''member  of 
the  Dutch  Reformed  Church  aforesaid."  It  provided 
for  a  professor  of  divinity.  It  required  that  there  should 
be  "at  least  one  professor,  or  teacher,  well  versed  in  the 
English  language."  It  directed  that  the  Board  of 
Trustees  should  consist  of  forty-one  members,  four  of 
them  (later  three)  officers  of  the  Province  (later  the 
State)  of  New  Jersey,  including  the  Governor,  who 
should  be  ex  officio  president  of  the  Board  when  present 
at  its  meetings. 

A  call  for  a  meeting  of  the  Trustees  was  issued,  which 
rehearsed  the  securing  of  the  charter,  the  list  of  those 
constituted  by  it  the  original  Board  of  Trustees  and 
summoned  the  members  to  assemble  at  the  "County 
House  at  Hackensack  Town"  on  the  second  Tuesday  of 
May,  1767.  Among  these  Trustees — and  those  named  in 
the  charter  of  1770  differed  in  only  one  or  two  particulars 
— were  Philip  Livingston,  Colonel  Hardenbergh,  and  his 
son  the  minister,  Sir  William  Johnson,  a  Hasbrouck, 
Hoffman,  Brinckerhoff,  Vrooman,  Ten  Eyck,  Schenck, 
Zabriskie,  Du  Bois,  Philip  French,  and  Hendrick  Fisher, 
apparently  the  first  president  of  the  Board  in  the  absence 


22  EUTGERS  CELEBRATION 

of  the  governor.  Meetings  were  thenceforth  called  twice 
a  year,  in  May  and  October:  they  were  held  sometimes 
in  New  Brunswick,  sometimes  elsewhere,  usually  at  the 
public  house.  The  College  did  not  start  at  once.  Prob- 
ably lack  of  resources  was  the  chief  reason,  but  lack  of 
agreement  as  to  its  location  may  have  had  something 
to  do  with  it.  There  evidently  was  much  rivalry.  There 
is  some  reason  to  think  that  Domine  Frelinghuysen  of 
Albany,  ten  years  before,  had  his  mind  on  an  academy 
there  as  the  good  foundation.  Domine  Goetschius,  it  was 
now  said,  had  established  an  academy  at  Hackensack  as 
a  good  prelude  to  the  College  going  there.  Domine  Ver- 
brycke  at  Tappan  was  equally  alert  in  his  locality.  And 
here  at  New  Brunswick  (where  Jacobus  Schureman 
probably  had  taught  in  the  very  early  days)  there  was 
founded  a  school  perhaps  as  early  as  1762,  certainly 
before  1770,  which,  preceding  the  College  in  actual  work, 
has  continued  until  now,  with  virtually  unbroken  record, 
the  Grammar  School  of  the  College. 

A  meeting  held  at  Hackensack,  May  7,  1771,  decided 
that  the  College  should  be  planted  at  New  Brunswick. 
Hackensack  lost  the  prize  for  which  it  urgently  strove 
by  the  close  vote  of  ten  to  seven.  The  reason  stated  for 
the  choice  was  the  larger  financial  offer  of  New  Bruns- 
wick. A  fact  also  in  point,  no  doubt,  was  the  large  in- 
fluence of  Domine  Hardenbergh  and  Hendrick  Fisher. 
One  thing  suggested  as  also  bearing  upon  it  was  the 
nearer  vicinity  of  the  German  churches  of  Pennsylvania, 
at  that  time  quite  united  with  the  Dutch,  from  which 
students  might  be  expected.  The  town  was  at  that  time 
still  very  small,  of  course.  Some  English  settlers  were 
here  early,  and  the  ferry  over  the  Raritan  on  the  high 
road  from  New  York  to  Philadelphia  made  it  familiar  in 
the  Colonial  life.  The  Dutch  settlers  came  from  Albany, 
giving  that  name  to  the  street  where  they  lived;  and  at 
the  accession  of  the  House  of  Brunswick  the  growing 
town  received  its  present  name.  It  had  formed  its  city 
government  in  1734,  one  of  the  earliest  cities  in  all  the 


FRIDAY,  OCTOBER  THIRTEENTH  23 

colonies.  The  Swedish  traveller,  Peter  Kalm,  in  his  ac- 
counts of  American  travel,  speaks  of  the  city  as  it  was 
when  he  visited  it  in  1748;  and  in  his  "Travels  in  Amer- 
ica," 1759-60,  Rev.  Andrew  Barney  describes  it:  "A 
small  town  of  about  100  houses,  situated  upon  Raritan 
River,  where  there  are  also  very  neat  barracks  for  300 
men,  a  church,  and  a  Presbyterian  meeting  house.  It  is 
celebrated  for  the  number  of  its  beauties  and  indeed  at 
this  place  and  Philadelphia  were  the  handsomest  women 
that  I  saw  in  America.  At  a  small  distance  from  the 
town  is  a  copper  mine,  belonging  to  a  Mr.  French  (I  was 
told  a  pretty  good  one)."  This  mine  was  partly  on  the 
present  Neilson  Campus. 

When  once  the  place  had  been  determined,  the  start 
of  college  work  did  not  delay.  The  second  Tuesday  of 
November  of  that  year,  1771,  five  years  perhaps  to  a  day 
after  the  granting  of  the  first  charter.  Queen's  College 
opened  its  doors. 

The  Trustees  in  announcing  the  College  say  that  they 
have  appointed  Mr.  Frederick  Frelinghuysen  as  the  tutor 
who  is  to  instruct  the  students  in  order  to  prepare  them 
for  the  usual  degrees  and  is  also  to  teach  the  English 
language  granmiatically.  They  add:  **It  is  supposed 
that  the  character  of  the  gentleman  appointed  tutor  is 
become  so  well  known  by  discovering  his  scholarly  genius 
in  the  course  of  his  studies  at  Nassau  Hall  (where  he 
had  a  liberal  education)  that  it  needs  no  further  recom- 
mendation from  us." 

They  also  say  that  the  Reverend  Messrs.  Light,  Har- 
denbergh,  and  Van  Harlingen  are  to  take  the  government 
and  direction  of  the  College,  with  the  tutor  aforesaid, 
until  a  well  qualified  President  can  be  procured.  **The 
public,"  they  say,  **may  depend  upon  finding  good  and 
sufficient  board  at  private  houses  and  as  cheap  (if  not 
cheaper)  than  at  any  other  place  where  colleges  are 
located.  As  said  College  is  calculated  to  promote  learn- 
ing in  general  for  the  good  of  the  community  therefore 
the  general  students  may  be  expected  to  be  treated  with 


24  RUTGERS  CELEBRATION 

becoming  candour  without  any  discrimination  with  re- 
spect to  their  religious  sentiments."  Six  months  later 
the  tutor  himself  advertises  that  the  College  was  actually 
started  at  the  appointed  time.  He  adds:  "Any  parents 
or  guardians  who  may  be  inclined  to  send  their  children 
to  this  institution  may  depend  upon  having  them  in- 
structed with  the  greatest  care  and  diligence."  **The 
strictest  regard  will  be  paid  to  their  moral  conduct  and, 
in  a  word,  to  everything  which  may  tend  to  render  them 
a  pleasure  to  their  friends  and  an  ornament  to  their 
species.  Also  to  obviate  the  objection  of  some  to  send- 
ing their  children,  on  account  of  their  small  proficiency 
in  English,  a  proper  person  has  been  provided  who  at- 
tends at  the  Grammar  School  an  hour  a  day  and  teaches 
reading,  writing,  and  arithmetic  with  becoming  accuracy. 
It  is  hoped  that  the  above  considerations,  together  with 
the  healthy  and  convenient  situation  of  the  place,  on  a 
pleasant  and  navigable  river  in  the  midst  of  a  plentiful 
country,  the  reasonableness  of  the  inhabitants  and  the 
price  of  board  and  the  easy  access  from  all  places,  either 
by  land  or  water,  will  be  estimated  by  the  considerate 
public  as  a  sufficient  recommendation  of  this  infant  Col- 
lege which  (as  it  is  erected  upon  so  catholic  a  plan)  will 
undoubtedly  prove  advantageous  to  our  new  American 
country  by  assisting  its  sister  seminaries  to  cultivate 
truth,  piety,  learning,  and  liberty."  Mr.  Frelinghuysen 
was  the  son  of  the  Rev.  John  Frelinghuysen,  the  step- 
son of  Rev.  Jacob  Rutsen  Hardenbergh.  He  had  been 
graduated  from  Princeton  in  1770,  and  began  work  as 
tutor  of  Queen's  College  when  less  than  nineteen  years 
of  age.  No  doubt  he  began  the  work  well,  but  it  does 
not  appear  that  he  continued  long  in  charge  of  it;  as  he 
himself  said,  he  had  learned  patriotism  as  well  as  Greek 
at  the  feet  of  Witherspoon,  and  he  was  soon  busy  at  the 
bringing  forth  of  the  new  nation,  serving  with  distinction 
on  the  field  and  in  council.  He  became  a  Colonel  of 
militia  and  after  the  war  Brigadier  General.  He  was 
eminent  in  the  profession  of  law.    He  was  a  member  of 


FRIDAY,  OCTOBER  THIRTEENTH  25 

the  Provincial  Congress,  the  Continental  Congress,  and 
the  Conunittee  of  Safety,  and  was  a  United  States  Sen- 
ator. In  private  life  he  was  held  in  singularly  high 
esteem  and  his  death,  on  his  fifty-first  birthday,  seemed 
sadly  premature.  With  him  in  the  college  work  soon 
after  its  start  was  John  Taylor,  his  classmate  at  Prince- 
ton. Perhaps  he  had  been  in  charge  of  the  school  at 
first.  He  too  became  a  Colonel  in  the  patriot  army  and 
was  as  well  a  trusted  counsellor  in  general  affairs.  He 
remained  in  charge  of  the  College  when  Frelinghuysen 
withdrew.  He  left  his  students  from  time  to  time,  in 
the  exigencies  of  war,  but  apparently  did  not,  for  a  long 
time,  surrender  his  responsibility  for  them.  Meantime 
the  Trustees  were  looking  for  a  president.  No  doubt 
Dr.  Hardenbergh  was  informally  or  temporarily  in  that 
position  but  the  Trustees,  he  guiding  them  no  doubt, 
wrote  to  Amsterdam  for  advice  as  to  some  one  who  might 
come  over  to  fill  the  oflfice  and  at  the  same  time  be  pro- 
fessor of  divinity.  The  Church  approving  this,  the  quali- 
fications which  they  present  as  appropriate,  in  a  letter 
of  1772,  indicate  that  Trustees  were  perhaps  more  exact- 
ing in  those  days  than  they  are  now:  1.  He  is  to  teach 
theology ;  2.  He  is  to  teach  the  languages,  through  tutors ; 
3.  On  the  Lord's  Day  he  will  have  to  do  more  or  less  of 
the  work  of  a  minister;  4.  He  must  be  a  man  of  tried 
piety;  5.  He  must  be  attached  to  the  constitution  of  the 
Netherland  Church;  6.  A  man  of  thorough  learning; 
7.  Well  natured;  8.  Free  and  friendly  in  conversation; 
9.  Master  of  the  English  language,  though  he  may  dictate 
in  Latin ;  finally,  he  should  be  pleased  to  dictate  on  Marks 
Medulla.  Who  is  sufficient  for  these  things !  No  wonder 
there  was  no  president  secured  from  Holland  and  no 
president  for  a  dozen  years  from  anywhere;  and,  more, 
the  chair  of  theology  even  then  was  not  filled.  The  Dutch 
Eeformed  Church,  having  in  its  wisdom  decided  to  found 
its  own  professorship  in  1774,  after  delay  due  to  the  war, 
filled  it  in  1784  by  the  choice  of  the  Rev.  Dr.  John  Henry 
Livingston,  a  choice  which  was  the  origin  of  the  Theo- 


26  RUTGEES  CELEBRATION 

logical  Seminary,  the  oldest  in  the  land,  which  removed 
to  New  Brunswick  in  the  person  of  Dr.  Livingston,  in 
1810.  So  it  was  that,  at  the  very  beginning,  the  College 
and  the  Church  failed  to  enter  into  the  union  which  had 
been  contemplated  through  all  the  years  preceding. 

The  college  work  was  housed  in  the  building  at  the 
corner  of  what  are  now  Albany  and  Neilson  Streets, 
later  owned  by  Dr.  Hardenbergh  and  on  the  site  later 
for  many  years  and  until  now  occupied  by  a  hotel,  the 
northeast  corner  of  the  streets.  The  work  was  at  times 
removed  from  New  Brunswick  in  the  circumstances  of 
war,  for  New  Brunswick  was  in  the  pathway  of  the 
armies.  The  British  were  in  the  city  at  different  times. 
They  occupied  it  in  large  force  from  December,  1776,  to 
June,  1777,  while  Washington  watched  them  from  his 
camp  at  Middlebrook,  a  few  miles  away,  where  he  and 
Dr.  Hardenbergh  became  familiar  friends.  Just  above 
the  river,  just  beyond  the  College  on  what  is  now  the 
college  park,  Alexander  Hamilton  planted  his  small  bat- 
tery to  arrest,  if  he  might,  the  crossing  of  the  British  into 
the  town.  Maps  recently  drawn  from  long  time  hiding 
places  show  just  where  the  British  regiment  encamped. 
One  regiment  was  on  the  seminary  hill  and  northward, 
and  a  Hessian  battalion  was  stretched  on  what  is  now 
the  college  campus  itself,  crossing  Hamilton  Street  from 
Bleecker  Place  to  where  old  Queen 's  building  now  stands. 
The  College  was  transferred  at  one  time,  and  perhaps 
more  than  once,  to  Hillsboro,  now  Millstone,  where  the 
old  Van  Harlingen  home  which  housed  it  still  stands  at 
the  end  of  the  road  which  winds  down  to  the  bridge. 
At  other  time  it  was  transferred  to  what  was  then  called 
North  Branch,  at  the  forks  of  the  north  and  south 
branches  of  the  Raritan,  where  its  students  were  gath- 
ered in  the  church  at  the  fork  of  the  road  (long  since 
disappeared,  and  replaced  by  the  church  at  Readington) 
or  in  the  Vosseler  house  nearby.  Some  knowledge  of 
those  early  college  days  comes  to  us  from  the  John  Bo- 
gart  letters  discovered  not  long  ago,  letters  written  by 


FRIDAY,  OCTOBER  THIRTEENTH  27 

John  Taylor,  early  tutor,  and  by  students  of  Queen's 
College  to  John  Bogart,  student  and  graduate,  and  others 
written  by  Bogart  himself.  He  was  graduated  in  1778. 
For  a  time  prior  to  that  apparently  he  was  in  charge  of 
the  Grammar  School,  removed  to  Raritan,  and  on  occa- 
sion John  Taylor  left  the  college  students  at  North 
Branch  in  his  charge. 

On  July  2,  1779,  John  Taylor  writes  to  John  Bogart: 
**In  consequence  of  a  letter  from  Eliz:  Town  I  am  under 
the  necessity  of  going  off  to-morrow  morning  to  take 
command  at  that  Post.  As  Tutor  of  Queen's  College  and 
Lt.  Colonel  of  the  State  Eegiment  I  desire  that  you  will 
parade  next  Monday  morning  at  the  N.  Branch  and  do 
me  the  favor,  and  your  Country  service  by  taking  care 
of  the  students."  And  he  adds  his  directions  as  to  the 
studies  each  student  is  to  pursue.  Natural  Philosophy, 
Euclid,  Xenophon,  Arithmetic,  Logic,  Geography,  Virgil, 
the  Eclogues,  Cicero,  as  the  case  may  be  for  Mr.  Van 
Arsdalen,  Mr.  Blauvelt,  Mr.  Van  Wyck,  Mr.  Courtland, 
and  the  rest. 

The  first  public  commencement  was  in  October,  1774. 
The  account  states :  "Mr.  Matthew  Light  of  New  Bruns- 
wick was  the  only  candidate  for  the  degree  of  Batchelor 
of  Arts,  who  delivered  orations  in  Latin,  Dutch,  and  Eng- 
lish with  high  applause."  Certain  members  of  the  next 
class  "spoke  with  gracefulness  and  propriety  on  various 
subjects."  A  number  of  ladies  and  gentlemen  of  the  town 
entertained  the  audience  "and  the  whole  was  conducted 
in  a  manner  that  gave  satisfaction  to  the  very  numerous 
and  respectable  assembly."  Dr.  Hardenbergh  presided 
that  day  and  he  no  doubt  did  so  during  his  pastorate  at 
Raritan,  which  continued  until  1781.  There  were  not 
many  students  or  graduates  during  those  first  years, 
but  they  were  a  distinguished  group.  There  were  men 
who,  as  ministers  of  the  gospel,  gained  distinction.  There 
was  James  Schureman,  citizen,  soldier,  churchman. 
United  States  Senator;  Simeon  De  Witt,  who  became 
geographer  in  chief  of  the  American  army,  Chancellor 


28  RUTGERS  CELEBRATION 

of  the  University  of  the  State  of  New  York,  engineer  of 
the  Erie  canal  and  of  upper  New  York  City,  founder  of 
the  public  land  system  of  the  United  States;  Jeremiah 
Smith,  member  of  Congress,  Chief  Justice  of  New  Hamp- 
shire, Governor  of  New  Hampshire,  whose  son,  still  liv- 
ing, has  in  only  recent  years  retired  from  active  pro- 
fessorship in  the  Harvard  Law  School.  In  1783  the 
Trustees  chose  Dr.  Dirck  Romeyn  as  President,  the  min- 
ister of  the  Church  of  Hackensack,  who  later  in  the 
church  of  Schenectady  became  the  virtual  founder  of 
Union  College.  He  was  chosen  because  the  churches 
of  New  Brunswick  and  Six  Mile  Run,  which  were  to  have 
the  College  President  as  their  pastor,  insisted  upon  him ; 
but  he  declined,  and  in  1785  Dr.  Hardenbergh,  who  had 
been  the  Trustees '  first  choice,  was  chosen.  The  churches 
assented,  and  he  accepted.  He  had  been  for  three  or 
four  years  in  the  church  of  Rochester,  Ulster  County, 
New  York,  and  he  now  returned  to  the  neighborhood  of 
his  earlier  parish.  In  the  same  year  Andrew  Kirk- 
patrick,  afterward  Chief  Justice  of  the  State  of  New 
Jersey,  whose  family  name  attaches  with  the  College 
Chapel,  took  charge  of  the  Grammar  School.  Student 
problems  in  those  days  were  not  entirely  different  from 
those  of  the  present.  We  find  the  price  of  student  board 
much  discussed;  and  the  students  of  Queen's  College  in- 
vite their  friends  to  the  exhibition  of  a  tragedy;  and 
they  address  to  the  Trustees  proposals  of  reform  in  the 
operation  of  the  College. 

The  College,  as  we  have  said,  was  at  the  corner  of 
Albany  and  Neilson  Streets,  but  in  1787  to  1788  a  change 
was  undertaken ;  the  College  was  moved  to  the  site  where 
the  Soldiers'  Monument  now  stands,  where  the  Second 
Presbyterian  Church  stood,  at  the  foot  of  Livingston 
Avenue.  George  Street  then  ended  there  on  the  south. 
The  College  owned  much  land  east  of  George  Street  and 
northward.  The  college  hall  was  a  frame  building,  front- 
ing north,  without  cupola  or  belfry.  When  the  College 
was  through  with  it  twenty  years  later  it  was  moved 


FEIDAY,  OCTOBEE  THIRTEENTH  29 

to  allow  street  extension  and  placed  on  Schureman 
Street,  the  north  side,  east  of  George,  where  a  portion 
of  it  still  stands.  The  Granunar  School  also  was  housed 
in  the  building  and  for  a  time  had  its  exclusive  use. 
During  these  years  still,  the  graduates  were  a  line  of 
rather  unusual  men,  but  there  were  not  many  of  them. 
The  College  was  having  hard  times.  Money  did  not  come 
in,  and  in  1790  Dr.  Hardenbergh  died.  He  had  lived  a 
long  time  in  his  few  years.  A  leader  in  the  Church  and 
College  and  State,  he  was  worn  out  at  fifty  years  of  age. 
On  the  stone  at  his  grave,  a  few  rods  away,  you  may  read 
the  inscription,  written  probably  by  Dr.  Livingston,  pay- 
ing high  and  affectionate  tribute  to  him.  Naturally  after 
his  death  the  situation  of  the  College  became  even  more 
serious.  John  Taylor  had  taught  now  and  again,  and 
now  withdrew  to  the  newly  founded  Union  College  to 
give  to  it  the  few  remaining  years  of  his  life.  There 
seemed  no  one  ready  to  take  up  the  work.  A  plan  was 
fully  devised  for  the  union  of  Princeton  and  Queen's 
and  in  1793  a  committee  was  appointed  to  confer  with 
a  committee  from  Princeton;  and  then  the  Trustees  of 
Queen 's  refused  to  approve  of  the  proposal  by  a  vote  of 
nine  to  eight.  And  at  this  time,  curiously,  there  was 
a  medical  school  attached  for  a  short  time,  certain  pro- 
fessors, seceding  from  a  New  York  medical  school,  enter- 
ing into  connection.  Dr.  William  Linn,  of  the  Collegiate 
Church  of  New  York  City,  became  acting  president,  but 
such  formal  leadership  could  not  give  the  College  growth 
nor  even  keep  it  long  active.  The  idea  arose  that  it  was 
best  to  give  all  support  to  the  Granunar  School;  and  so 
after  the  conunencement  of  1794  the  college  courses  were 
suspended — and  for  nearly  fifteen  years,  it  proved.  The 
time  becomes  the  background  for  the  rare  character  and 
noble  service  of  two  men.  One  was  John  Croes.  The 
Grammar  School  had  been  continued  and  in  1801  Mr. 
Croes,  Episcopal  minister,  received  a  call  from  the  Col- 
lege to  take  charge  of  the  school  and  a  call  from  Christ 
Church  of  New  Brunswick  to  be  its  rector.    He  served 


30  RUTGERS  CELEBRATION 

both  the  school  and  the  church  for  seven  years.  He  had 
high  reputation  as  an  educator ;  the  school  was  advertised 
in  the  South  as  well  as  North,  and  students  came  from 
a  distance,  many  of  them.  His  name  deserves  high  and 
lasting  remembrance  for  the  devoted  and  fruitful  service 
he  gave  this  school  of  the  Dutch  foundation.  In  a  way 
it  really  was  the  continued  life  of  the  College.  He  nobly 
represents  the  Protestant  Episcopal  element  which 
through  all  the  history  of  the  College  has  played  so  fine 
and  large  a  part  in  the  Board  of  Trustees,  Faculty,  and 
student  body.  In  1808,  when  the  school  was  still  pros- 
perous, he  felt  the  double  burden  too  great,  and  confined 
himself  thenceforth  to  the  pastor's  office  alone.  In  1816, 
just  one  hundred  years  ago,  he  became  first  Bishop  of 
New  Jersey.  The  other  man  standing  out  in  the  period  is 
Dr.  Ira  Condict,  the  Dutch  Church  minister,  who  became 
acting  president.  With  others,  he  would  not  give  up  the 
College  and  in  time  he  gave  himself  in  rare  self-sacrifice 
to  a  new  beginning  of  the  work.  Chief  Justice  Kirk- 
patrick  in  1807  offered  a  resolution,  which  was  unani- 
mously carried,  approving  a  new  start  and  the  building 
of  a  college  hall,  **in  view  of  the  country's  rapid  increase 
in  wealth  and  the  desire  for  sound  education."  The 
General  Synod  of  the  Dutch  Reformed  Church  was  ap- 
proached with  view  to  union  of  theology  with  the  College. 
The  so-called  Covenant  of  1807  was  adopted.  The  land 
of  the  present  Queen's  Campus  was  secured  by  gift  and 
a  little  by  purchase  from  the  family  of  James  Parker 
of  Amboy;  plans  for  the  building  were  made  by  John 
McComb,  architect  of  the  City  Hall  and  St.  John's 
Church  in  New  York  and  of  Nassau  Hall  at  Princeton. 
Dr.  Condict,  Abraham  Blauvelt,  and  others  devoted  them- 
selves to  the  securing  of  subscriptions  and  to  the  erec- 
tion of  the  building,  and  their  devotion  was  crowned 
with  success.  Through  fifteen  years  only  the  eastern 
end  of  the  hall  was  complete;  part  of  the  west  end  was 
used,  and  the  center  was  not  usable  at  all.  Dr.  John  H. 
Livingston  was  elected  President  and  in  1810  he  re- 


FRIDAY,  OCTOBER  THIRTEENTH  31 

moved  to  New  Brunswick  to  serve  the  College  and  to 
continue  his  work  in  theology.  He  had  been  the  church's 
professor  in  New  York  and  on  Long  Island  since  1784 
and  he  now  united  the  chair  with  the  College  as  had  been 
really  intended  nearly  forty  years  before.  It  was  under- 
stood that  he  was  not  to  give  other  college  instruction, 
indeed  not  much  college  administration.  He  was  to  be 
the  official  head  and  there  was  to  be  a  Vice-President. 
Dr.  Condict  held  this  office  at  first  but  died  in  1810,  worn 
out  with  his  abundant  labors,  and  Dr.  John  Schureman 
succeeded  him.  Robert  Adrain  was  called  from  Colum- 
bia College  to  be  professor  of  mathematics.  The  gen- 
eral synod  of  the  Church  was  to  have  a  certain  superin- 
tendence. Thus  we  have  a  university  plan:  a  graduate 
school  of  theology  attached  with  the  undergraduate  or 
literary  school;  and  it  is  interesting  to  note  that  during 
this  period  there  was,  for  the  second  time  and  very  brief 
time,  also  a  medical  school  attached  with  the  College, 
growing  out  of  circumstance  similar  to  that  in  1792,  as 
a  third  incident  of  the  same  sort  was  to  be  in  1827.  The 
union  of  the  theological  school  and  literary  school  seemed 
promising,  but  it  did  not  prove  enduring.  Theology  was 
dominant  and  the  literary  department  did  not  grow 
strong.  Between  1809  and  1816  some  students  were 
graduated,  of  later  distinction,  as  Professor  Jacob  Green 
of  Princeton,  Supreme  Court  Justice  Mundy  of  Michigan, 
Governor  Stratton  of  New  Jersey.  More  money  was 
needed,  a  ''professorial  fund"  was  raised,  but  it  was  for 
the  chair  of  theology.  In  the  necessity  for  larger  endow- 
ment a  lottery  was  resorted  to,  as  so  often  in  those  days 
by  various  institutions,  including  the  churches.  The 
Legislature  granted  the  lottery  privilege  in  1812.  It  was 
put  in  the  hands  of  a  committee  of  trustees  and  they  se- 
cured a  professional  manager.  It  appears  from  the  re- 
ports that  large  prizes  were  actually  distributed.  It  does 
not  appear,  however,  that  the  College  was  much  the 
gainer.  Another  incident  of  the  time,  a  very  happy  one, 
was  the  gift  of  Elias  Van  Bunschooten  for  the  aid  of 


32  RUTGERS  CELEBRATION 

students  for  the  ministry  or  for  other  purposes  of 
Queen's  College.  He  was  domine  of  the  Dutch  Church 
on  the  Delaware  and  well  to  do  as  things  went  in  those 
days.  Dr.  Livingston  had  put  the  cause  before  him  with 
much  earnestness.  At  the  Synod  of  1814  he  marched 
up  the  aisle  of  the  church  where  the  session  was  and  laid 
upon  the  table  $14,000.  It  was  a  large  gift  for  those 
days.  It  was  later  increased.  It  was  perhaps  the  first 
gift  of  its  kind  and  it  became  the  incentive  to  large  like 
liberality  from  many  sources  through  the  years  after. 

In  1816,  after  much  debate,  the  literary  department 
was  again  discontinued  and  the  building  was  surrendered 
to  theology  and  to  the  Grammar  School,  with  some  part 
of  the  building  reserved  for  residence ;  for  it  is  interest- 
ing to  note  that  from  the  beginning  until  1865  professors 
resided  in  the  old  Queen's  Building,  at  either  end,  Pro- 
fessor Samuel  M.  Woodbridge  being  the  last  to  so  occupy 
it,  save  Professor  Bowser  who  as  recently  as  1910  had 
his  living  room  on  the  top  floor  in  the  west  end.  Pre- 
paratory work  and  theology  continued  through  the  years 
until  in  1824  the  literary  department  was  again  revived. 
A  new  covenant  was  entered  into  between  the  Synod  and 
the  Trustees,  the  Covenant  of  1824,  and  the  building  was 
sold  to  the  Synod.  This  was  done  that  the  College  might 
have  funds  to  meet  its  obligations  and  because  theology 
so  largely  used  the  hall.  At  the  same  time  the  Trustees 
made  petition  to  the  Legislature  for  a  change  of  name 
to  Eutgers  College.  The  change  seems  to  us  now  rather 
extraordinary.  King's  College  had  changed  to  Columbia 
soon  after  the  Revolutionary  War,  and  change  at  that 
time  is  quite  readily  understood.  Perhaps  the  Queen's 
College  Trustees  felt  that  the  College  had  not  by  high 
prosperity  confirmed  any  name  it  bore  and  that  change 
might  help  in  the  new  era.  No  sentiment  for  the  old 
name  appears.  Henry  Rutgers  was  a  foremost  citizen 
in  New  York  City  and  a  leader  in  the  Church,  wealthy 
and  a  liberal  supporter  of  all  good  causes — church,  city, 
education,  benevolence.  He  had  been  a  Trustee  of  Queens 


FRIDAY,  OCTOBEE  THIRTEENTH  33 

and  a  supporter  of  it.  After  the  College  was  given  his 
name,  not  before,  he  gave  $5,000  to  it,  still  held  in  trust 
for  it  by  the  Synod.  **His  name  is  given  the  College," 
the  record  runs,  "as  a  mark  of  their  respect  for  his 
character  and  in  gratitude  for  his  numerous  services 
rendered  the  Reformed  Dutch  Church." 

Dr.  Livingston  died  in  1825.  He  had  lectured  to  his 
classes  the  preceding  day  and  was  found  lifeless  in  his 
bed.  To  succeed  him  Dr.  Milledoler  was  elected,  who 
had  been  for  some  time  a  professor  in  the  theological 
school.  He  was  a  graduate  of  Columbia.  He  had  served 
as  pastor  of  Presbyterian  and  Reformed  churches.  He 
was  a  man  of  rare  piety  and  great  pulpit  power.  The 
new  start  was  a  strong  one.  Professor  Adrain  returned. 
Professors  Brownlee,  WoodhuU,  Dewitt,  with  Adrain 
and  Dr.  Milledoler,  made  a  splendid  Faculty.  The  service 
of  some  was  short.  Brownlee  soon  went  to  the  Collegiate 
Church,  WoodhuU  died  after  a  year,  Adrain  went  to  the 
University  of  Pennsylvania;  but  the  high  standard  had 
been  set.  Professor  Nelson,  graduate  of  Columbia,  the 
blind  teacher  of  rare  ability,  came  to  succeed  Brownlee ; 
Theodore  Strong,  graduate  of  Yale,  came  to  succeed 
Adrain.  Professor  Nelson  retired  after  short  service 
but  was  succeeded  by  Alexander  McClelland,  graduate 
of  Union,  teacher  of  languages,  unsurpassed  in  his  gen- 
eration. James  Spencer  Cannon  of  the  towering  frame 
and  courtly  fashion,  succeeded  WoodhuU.  Lewis  C.  Beck, 
the  scientist,  came  in  1830.  Later  came  John  D.  Ogilby 
and  Jacob  J.  Janeway.  It  was  a  splendid  group  of  men, 
and  students  came  at  once.  In  1827  there  were  sixty- 
four  of  them.  They  had  number  and  spirit  enough  to 
start  at  once  the  two  Uterary  societies  which  endured  to 
the  end  of  the  century — one  of  them  now  exists — the 
Philoclean  and  Peithessophian,  a  singularly  fruitful  in- 
fluence on  students*  minds  and  public  address. 

The  first  decade  and  a  half  of  the  new  and  growing 
strength  of  Rutgers  was  under  President  Milledoler.  The 
funds  of  the  College  were  somewhat  increased.    The 


34  BUTGERS  CELEBRATION 

Grammar  School  had  continued  to  occupy  a  room  or 
rooms  in  the  old  building  and  the  time  had  now  come 
when  a  new  building  must  be  erected  for  it.  In  1832  the 
work  was  undertaken  on  an  enlarged  plan  in  order  that 
the  two  literary  societies  might  share  the  new  building. 
So  it  was  that  the  school,  in  the  early  '30s,  crossed  the 
street  to  the  corner  it  now  occupies  and  the  two  societies 
moved  with  it,  to  return  to  the  campus  only  when  Van 
Nest  Hall  was  completed,  fifteen  years  later.  Already 
in  1828  the  graduating  class  was  twenty  men  and  there- 
after about  that  number  was  graduated  each  year.  Many 
important  leaders  in  all  the  professions  were  among  them 
— ministers,  lawyers,  bankers,  statesmen,  educators; 
Judge  Vredenburgh  of  the  Supreme  Court;  Professor 
Forsyth  of  West  Point;  Dr.  Hasler,  the  scientist;  John 
Eomeyn  Brodhead,  the  historian ;  George  William  Brown, 
the  banker ;  Robert  H.  Pruyn,  Minister  to  Japan ;  Talbot 
W.  Chambers,  Biblical  scholar  and  minister  of  the  Col- 
legiate Church;  John  F.  Mesick,  of  the  Class  of  1834, 
who  died  only  sixteen  months  ago  at  the  age  of  102. 
Then  came  the  famous  class  of  1836,  with  Bradley,  Jus- 
tice of  the  Supreme  Court  of  the  United  States ;  Freling- 
huysen.  United  States  Senator  and  Secretary  of  State — 
both  on  the  Electoral  Commission;  Alexander  Brown, 
the  banker ;  Professor  Coakley  of  New  York  University ; 
Governor  Newell  of  New  Jersey  and  of  the  State  of 
Washington,  and  creator  of  the  life  saving  service ;  Cort- 
landt  Parker,  president  of  the  American  Bar  Associa- 
tion ;  Congressman  Waldron  of  Michigan ;  and  others  of 
distinction  in  a  class  of  only  twenty-one.  In  1832  the 
Alumni  Association  was  formed.  A  hint  of  the  college 
life  early  in  the  decade  comes  from  the  Landon  letters 
(Yale)  just  now  published.  It  appears  that  some  stu- 
dents had  not  been  in  high  esteem  at  Yale  and  either 
voluntarily  or  necessarily  had  departed  for  other  institu- 
tions. Twelve  of  the  rebels  are  said  to  be  at  Rutgers. 
One  writes  from  New  Brunswick  in  1830:  '*My  situa- 
tion here  is  very  agreeable.    The  Faculty  are  more  like 


FRIDAY,  OCTOBER  THIRTEENTH  35 

associates  than  masters.  They  converse  with  us  as  fel- 
low students."  An  incident  of  far  reaching  significance 
during  the  time  was  the  great  revival  of  the  spring  of 
1837;  starting  with  visiting  preachers  in  the  Baptist 
Church  which  then  stood  just  east  of  the  College,  it  won- 
derfully moved  the  student  body  as  well  as  the  city. 
Scores  confessed  their  repentance  and  faith.  The  ac- 
count of  commencement  is  of  occasion  strangely  different 
from  the  usual,  solemn  and  intense;  and  twelve  out  of 
twenty-one  graduates  that  year  entered  the  ministry,  in- 
cluding the  father  of  the  present  President  of  the  College. 
Vivid  accounts  come  to  us  also  of  the  great  tornado  that 
swept  through  the  city  in  1835. 

The  decade  was  not  far  advanced  when  the  union  be- 
tween the  theological  and  literary  work  of  the  institution 
began  to  show  strain.  The  professors  of  theology 
thought  that  they  were  called  upon  to  do  too  much  col- 
lege work.  It  was  urged  that  the  two  schools  should  be 
separated  and  the  property  sold  back  to  the  Trustees. 
Perhaps  Dr.  Milledoler's  last  days  in  the  presidency 
were  not  the  happiest  possible,  and  he  resigned  in  1839, 
serving,  however,  into  the  year  1840.  He  had  done  a 
faithful,  noble  service;  the  College  had  revived  and 
strengthened  and  become  a  sure  foundation ;  his  influence 
had  told  on  hundreds  of  exceptional  young  men. 

The  Trustees  then  turned  to  a  member  of  their  own 
board,  and  from  a  clergyman  to  a  layman,  and  chose  the 
Honorable  A.  Bruyn  Hasbrouck,  a  graduate  of  Yale,  a 
lawyer,  and  a  publicist.  His  home  was  in  Kingston.  He 
had  rendered  distinguished  public  service  in  Congress 
and  he  was  a  man  of  rare  fineness  and  social  quality.  The 
Church  now  leased  to  the  College  certain  land  on  each 
side  of  the  college  building;  a  president's  house  was 
erected  on  the  one  side  and  on  the  other  side  a  building 
for  the  literary  societies  and  other  purposes.  Dr.  Mille- 
doler  had  lived  in  the  college  building.  Dr.  Livingston 
had  lived  on  the  road  now  Livingston  Avenue  in  the 
house  on  the  terrace.    The  new  house,  occupied  by  Presi- 


36  RUTGERS  CELEBRATION 

dent  Hasbrouck,  became  a  center  of  lively  social  life  for 
the  College  and  the  aristocracy  of  the  city.  Accounts 
of  the  commencement  levees  abound  in  tribute  to  the 
youth,  beauty,  and  learning  there  assembled.  The  house 
was  occupxod  by  three  presidents,  until  1889.  Since  then 
it  has  served  changing  purposes  as  Fine  Arts  Building, 
and  now  as  the  Alumni  and  Faculty  House.  Van  Nest 
Hall  was  built  by  subscriptions,  but  perhaps  not  a  little 
by  gift  of  Abraham  Van  Nest,  for  whom  it  was  named. 
He  was  a  leader  and  strong  supporter  of  the  Dutch 
Church  of  New  York,  a  Trustee  of  the  College  and  a  con- 
stant giver  and  worker  in  its  behalf.  It  is  fair  perhaps 
to  give  him  first  place  in  the  roll  of  the  College 's  friends 
and  supporters  at  this  period,  as  Mr.  J.  R.  Hardenbergh, 
son  of  the  first  president  of  the  College,  who  died  in  1841, 
had  been  during  the  preceding  years  its  most  active 
Trustee.  It  was  resolved  at  once,  upon  President  Has- 
brouck coming  to  his  office,  that  no  professor  in  the  semi- 
nary, save  the  professor  of  theology,  should  be  excused 
from  teaching  duty  in  the  College.  This  settled  the  ques- 
tion for  a  while,  but,  as  might  be  expected,  was  not  an 
enduring  solution  of  it.  Professors  Cannon  and  Mc- 
Clelland continued  in  the  double  duty.  Professors  Strong 
and  Beck  also  remained  in  the  Facultj^  It  was  an  able 
Faculty,  enlarged  by  the  coming  of  Professors  Proudfit, 
Crosby,  Van  Vranken,  and  others  as  the  decade  ad- 
vanced. The  College  continued  to  send  many  men  into 
the  ministry,  foreign  missionary  workers  as  John  V.  N. 
Talmage  of  the  class  of  1842,  the  pioneer  in  China,  and 
the  Scudders  in  India;  and  preachers  like  Taylor,  Van 
Nest,  Cole,  Stryker,  Gaston,  Dean  E.  A.  Hoffman;  law- 
yers and  physicians,  a  notable  number  of  whom  were  to 
engage  in  the  Civil  War,  among  them  General  George 
H.  Sharpe,  who  married  President  Hasbrouck 's  daughter 
and  later  held  many  official  and  influential  positions. 
The  commencement  account  speaks  of  Mr.  Sharpe 's 
Latin  salutatory  as  very  unusual,  of  the  grace  of  the 
speaker  and  the  polish  of  his  Latin.    Students  were  not 


FRIDAY,  OCTOBER  THIRTEENTH  37 

always  well  ordered  in  those  days,  nor  townspeople 
either,  perhaps.  From  1847,  for  a  few  years.  Junior  Ex- 
hibition was  prohibited  on  account  of  riotous  conduct; 
and  it  was  directed  that  the  literary  societies  on  entering 
their  new  rooms  in  Van  Nest  Hall  should  hold  their 
meetings  in  the  day  time,  an  order  afterward  rescinded. 
The  college  property  was  apparently  in  very  poor  condi- 
tion and  not  until  1849  was  it  much  improved.  The  en- 
dowment was  increased  by  about  $30,000  in  1845 ;  in  1844 
modern  languages  had  become  a  part  of  the  regular 
course  of  instruction.  Through  these  years  of  President 
Hasbrouck's  administration  the  connection  between  the 
General  Synod  of  the  Church  and  the  College  was  con- 
stantly growing  less  evident  and  formal.  The  Board  of 
Superintendents  finally,  in  1848,  entirely  omitted  to  make 
any  report  to  the  Synod.  The  sentiment  was  growing 
that  the  theological  instruction  should  be  withdrawn  from 
the  building  in  which  the  literary  work  was  done,  for 
now  the  situation  was  reversed:  in  1815  the  theological 
work  was  supreme ;  in  1850  it  was  no  longer  so.  Presi- 
dent Hasbrouck  fell  into  ill  health  when  the  decade  had 
nearly  run  its  course  and,  in  1849,  he  resigned.  The 
Trustees  turned  to  Theodore  Frelinghuysen,  Chancellor 
of  New  York  University,  and  finally  secured  him.  He 
was  of  the  family  that  had  so  largely  served  the  College 
enterprise,  the  son  of  General  Frederick  Frelinghuysen, 
the  first  tutor  and  later  United  States  Senator.  He  was 
graduated  from  Princeton  at  the  time  when  the  literary 
work  of  Queen's  College  was  suspended,  in  1804,  after 
studying  at  the  Grammar  School  of  Queen's  College.  He 
was  a  lawyer  by  profession  and  had  been  in  the  United 
States  Senate.  He  had  been  candidate  for  Vice-President 
of  the  United  States  on  the  ticket  with  Henry  Clay.  He 
was  a  leader  in  the  Church  and  every  noble  enterprise, 
the  leading  layman  in  the  church's  organized  work,  presi- 
dent of  the  American  Bible  Society,  of  the  American 
Tract  Society,  of  the  American  Board  of  Commissioners 
for  Foreign  Missions.    He  was  President   for    twelve 


38  RUTGERS  CELEBRATION 

years,  from  1850  to  his  death  in  1862,  during  which  years 
his  influence  in  public  affairs  continued  and  his  rare 
quality  as  a  Christian  gentleman  told  largely  on  the  col- 
lege generations  that  passed  before  him.  His  inaugura- 
tion was  a  great  occasion  and  at  his  death  there  was  deep 
and  widespread  sorrow.  During  his  term  no  new  build- 
ings were  built ;  the  number  of  students  continued  about 
the  same  or  increased  a  little ;  some  professors  continued 
with  him  from  the  earlier  time :  Proudfit,  Van  Vranken, 
Von  Romondt.  Into  his  Faculty  came  some  distinguished 
men:  John  Ludlow,  who  came  from  oj0&ce  of  Provost  of 
the  University  of  Pennsylvania;  William  H.  Campbell, 
the  masterful  teacher  of  Biblical  languages;  William 
Irvin;  Samuel  M.  Woodbridge;  Howard  Crosby,  Greek 
scholar  and  preacher ;  Marshal  Henshaw,  mathematician ; 
T.  Romeyn  Beck ;  Gustavus  Fischer ;  John  Forsyth ;  and 
George  H.  Cook,  destined  to  be  so  large  a  factor  for  so 
many  years  in  the  life  of  the  College  and  of  the  State  and 
of  the  Church  as  well.  At  the  commencement  of  1851 
the  orator  before  the  societies  deplored  the  **too  much 
attention  to  classics  to  the  exclusion  of  natural  sciences 
and  other  more  practical  studies."  But  men  of  rare 
quality  and  eflSciency  we  find  produced  by  the  discipline 
which  the  orator  deplored ;  in  the  class  of  1859,  the  largest 
until  then,  thirty-eight  men,  thirty-one  of  them  graduat- 
ing: such  men  as  Colonel  Abeel  of  the  Union  Army; 
Judges  Dixon  and  Vredenburgh  and  Cogswell  of  the  New 
Jersey  courts;  Judge  Bookstaver  of  the  New  York  Su- 
preme Court ;  Dr.  Doolittle,  professor  and  vice-president 
of  Rutgers;  John  G.  Floyd,  the  editor;  George  William 
Hill,  the  world's  greatest  celestial  mathematician;  and 
fifteen  ministers  of  the  Gospel.  Before  that,  in  the 
decade,  there  had  been  Judge  Larremore,  Governor  Lud- 
low, and  other  distinguished  public  men.  The  endowment 
was  considerably  increased  by  the  securing  of  subscrip- 
tions in  the  form  of  scholarships;  and  although  no  new 
college  buildings  were  built,  the  important  property  item 
of  the  time  was  the  erection  for  the  Church  of  the  Peter 


FRIDAY,  OCTOBER  THIRTEENTH  39 

Hertzog  Theological  Hall,  north  of  the  College,  to  which 
the  theological  classes  were  removed,  leaving  the  old 
building  to  the  college  classes  alone.  For  a  few  years 
still,  however,  the  theological  professors  continued  to 
teach  somewhat  in  the  College. 

In  1860  a  writer  in  a  Philadelphia  paper,  after  a  visit 
to  New  Brunswick,  exclaimed  upon  the  beauty  of  the 
campus,  upon  Howard  Crosby's  preaching  in  the  chapel, 
upon  the  College 's  good  fortune  in  having  Marshal  Hen- 
shaw.  The  strong  group  of  professors — Henshaw,  Crosby, 
Cook,  and  Beck — was  attracting  students  and  the  class  of 
1863  was  the  largest  that  had  entered  in  the  history  of 
the  College.  A  member  of  that  class  was  Garret  A.  Ho- 
bart,  afterward  Vice-President  of  the  United  States. 
The  commencements  of  those  days  were  popular  affairs, 
seats  were  reserved  for  hours  before  the  time  of  begin- 
ning, police  had  to  preserve  some  semblance  of  order,  and 
there  were  in  1858  twenty-one  selections  of  music  and 
seventeen  speeches. 

On  the  death  of  President  Frelinghuysen,  Dr.  William 
H.  Campbell  was  chosen,  a  clergyman  succeeding  two 
laymen,  as  two  laymen  were  to  follow  him  in  the  presi- 
dent 's  chair.  He  was  graduated  from  Dickinson  College ; 
he  had  taught  at  Erasmus  Hall,  Flatbush,  and  at  the 
Albany  Academy,  whence  came  so  many  distinguished 
teachers  to  Rutgers.  He  had  been  Professor  in  the  Semi- 
nary for  a  number  of  years,  and  he  served  as  President 
for  twenty  years.  He  is  remembered  and  honored  by 
many  in  this  assembly  today.  He  was  a  great  scholar 
and  teacher,  a  Scotchman  of  strong  will  and  personality, 
shrewd,  energetic,  with  a  sense  of  humor  and  with  a 
temper  as  well.  He  was  held  in  high  esteem  in  the 
Church ;  he  at  once  appeared  before  Synod ;  he  launched 
an  endowment  effort;  he  gave  new  vigor  to  the  work. 
New  professors  came:  David  Murray,  who  was  to  go 
from  Rutgers  to  start  modern  education  in  Japan;  T. 
Sandford  Doolittle,  the  preacher,  the  writer,  the  lover 
of  all  fine  things;  Jacob  Cooper,  the  versatile  scholar 


40  RUTGERS  CELEBRATION 

and  devoted  friend  of  every  student;  George  W.  Ather- 
ton,  who  was  to  go  to  lead  Pennsylvania  State  College 
into  its  promised  land ;  and  from  the  Rutgers  graduation 
itself,  Edward  A.  Bowser,  the  mathematician,  and  Fran- 
cis C.  Van  Dyck,  in  honored  life  and  service  with  us 
still. 

A  radical,  far  reaching  thing  soon  came  to  pass.  The 
Church,  having  another  home  for  its  Theological  Seminary 
now,  readily  sold  back  to  the  Trustees  of  the  College  the 
land  and  building  to  which  through  all  these  years  from 
1826  it  had  held  title.  With  the  proceeds  of  the  sale 
houses  were  built  on  the  Seminary  campus  and  the  line 
of  family  residence  in  old  Queen's  came  to  an  end.  The 
transfer  was,  however,  with  the  condition  that  three- 
fourths  of  the  members  of  the  Board  of  Trustees  should 
be  communicant  members  of  the  Reformed  Dutch  Church, 
a  condition  afterward  changed  to  two-thirds,  and  in  still 
more  recent  years  entirely  removed  by  common  consent. 
The  charter  had  never  changed,  and  in  the  fullness  of 
time  the  College  was  back  upon  its  old  free  platform. 
The  Seminary  professors  withdrew  from  college  work. 
The  superintendence  of  the  Synod  was  of  course  no 
longer  known.  But  with  the  definite  separateness  there 
remained  the  close  sympathy  and  mutual  service  which 
endure  to  this  day,  fifty  years  later. 

But  the  second  great  milestone  of  the  time  was  the 
attaching  of  the  State  College  with  this  ancient  founda- 
tion. The  Land  Grant  Act  was  passed  by  the  United 
States  Congress  in  1862.  The  various  states  were  avail- 
ing themselves  of  its  provisions,  applying  them  to  some 
existing  or  new  state  foundation  or  in  a  few  instances 
to  a  college  of  other  and  old  foundation.  The  Scientific 
School  of  Rutgers  was  organized  by  the  Trustees,  and 
the  State  government  made  the  Trustees  the  stewards  of 
this  new  educational  work.  The  United  States  grant 
proved  for  New  Jersey  very  small,  a  final  capital  amount 
of  $116,000 ;  but  the  building  on  this  foundation  has  been 
far  from  small.     The  later  legislation   by   the   United 


FRIDAY,  OCTOBER  THIRTEENTH  41 

States  and  the  State,  for  instruction  and  for  research, 
has  made  the  work  of  far  reaching  significance.  With 
large  importance  it  carries  the  military  training  of  the 
students,  today  newly  emphasized,  valued,  and  developed. 
Viewing  this  new  service  of  the  old  College,  it  is  interest- 
ing to  remind  ourselves  that  President  Hardenbergh  said 
in  his  inaugural  that  agriculture  might  be  left  to  dunces ; 
and  also  that  Simeon  De  Witt  wrote  earlier  than  1819  on 
the  necessity  of  establishing  agricultural  colleges  for  the 
training  of  young  men  for  the  profession  of  farming. 

Dr.  Campbell  had  been  President  nearly  ten  years  when 
new  buildings  were  undertaken.  Now  came  the  Chapel 
and  Library,  one  building,  and  the  so-called  Geological 
Hall,  in  the  early  seventies.  The  small  Observatory,  in- 
deed, had  been  built  in  1869,  the  gift  of  Daniel  S.  Schanck. 
The  Geological  Hall,  receiving  the  valuable  geological 
collections  which  were  forming,  housed  as  well  the  sci- 
ences, taking  them  from  Van  Nest  Hall.  The  Chapel 
was  built  with  funds  bequeathed  by  Mrs.  Littleton  Kirk- 
patrick,  widow  of  the  son  of  Chief  Justice  Andrew  Kirk- 
patrick,  early  Rector  of  the  Grammar  School.  These 
were  splendid  additions  to  the  college  plant.  The  College 
grew  somewhat.  Large  classes  had  entered  at  the  end 
of  President  Frelinghuysen's  time,  the  classes  of  1862 
and  1863.  But  the  growth  was  not  great.  Indeed  some 
decline  in  attendance  set  in  toward  the  end  of  the  decade 
1870  to  1880.  But  it  was  a  strong  and  promising  line  of 
Rutgers  sons  in  those  days  and  they  were  days  of  college 
spirit,  strong  and  fine. 

One  of  the  marks  of  the  time — at  the  midpoint  of  this 
administration — was  the  organizing  of  college  athletics, 
before  that  unknown — of  football  in  1869,  of  baseball 
in  1870,  of  rowing. 

Another  was  the  coming  of  the  first  students  from 
Japan  to  Rutgers.  Through  the  missionaries  of  the  Re- 
formed Church  those  first  men  of  the  Orient  in  the  search 
for  the  Western  learning  came  here,  many  of  them — 
some  of  them  destined  to  become  very  distinguished  on 


42  RUTGEES  CELEBRATION 

their  return  to  their  homeland,  some  of  them  to  sleep 
under  the  willows  in  the  heart  of  this  city,  far  distant 
from  their  homes.  And  from  the  College  that  welcomed 
these  visitors  went  Professor  Murray  to  Japan  to  serve 
as  Adviser  to  the  Emperor  for  seven  years  in  the  found- 
ing of  the  new  education  in  the  Land  of  the  Eising  "Sun. 

Dr.  Campbell  resigned  in  1882,  full  of  years  and  honor, 
seeking  relief  from  executive  care,  but  offering  his  con- 
tinued strength  to  a  newly  organized  church  as  its  pas- 
tor, to  serve  it  seven  years  until  his  death. 

From  1882  until  today  three  presidents  have  in  suc- 
cession served  the  College — all  of  them  living.  The  story 
of  their  times  cannot  have  a  long  rehearsing  now.  The 
beginnings  and  the  earlier  evolution  most  command  our 
interest.    But  just  the  word: 

The  College  turned  again  to  Albany  Academy  and  took 
its  head,  Dr.  Merrill  Edwards  Gates,  graduate  of  Eoches- 
ter  University.  From  1882  to  1890  he  filled  the  office, 
resigning  then  to  go  to  Amherst.  It  was  when  the 
Scientific  School,  in  the  educational  current  of  the  times, 
began  its  greater  growth,  when  the  election  of  the  sci- 
ences began  to  surpass  election  of  the  classics,  and  when 
the  importance  of  the  State  connection  began  to  be  more 
realized.  The  United  States  Morrill  Act  and  Hatch  Act 
were  passed.  The  Experiment  Station  was  founded. 
Experts  of  the  first  rank  in  the  sciences  related  to  agri- 
culture were  added  to  the  staff.  Until  now  the  mechanic 
arts  or  engineering  had  been  the  prevailing  line  of  scien- 
tific work  as  in  the  state  colleges  all  along  the  seaboard. 
There  was  some  increase  of  endowment.  In  1889  Mr. 
Garret  E.  Winants  gave  the  dormitory  which  had  been 
suggested  so  early  in  the  College  history  and  now  for 
years  had  been  urgently  desired.  At  the  end  of  the 
decade,  just  as  his  hopes  and  efforts  had  come  to  high 
fruition.  Dr.  Cook  died,  leaving  behind  the  story  of  a  life 
work  unsurpassed  perhaps  in  the  State  of  New  Jersey 
for  familiarity  with  its  people,  influence  on  the  common 
welfare,  guidance  to  its  natural  resources — the  untold 


I 


FRIDAY,  OCTOBER  THIRTEENTH  43 

wealth  in  its  fields,  its  mines,  its  water  conrses:  a  man 
of  skill  and  power,  of  stalwart  character,  and  of  rare 
worth  to  the  College  he  loved  so  well  and  served  so 
long. 

In  1890  Dr.  Gates  resigned.  Dr.  Austin  Scott,  grad- 
uate of  Yale,  professor  in  the  College  since  1883,  was 
elected  in  his  place,  and  inaugurated  in  1891 ;  he  served 
for  fifteen  years.  In  1906  the  present  President  was  in- 
augurated, graduate  of  Rutgers  and  at  that  time  pro- 
fessor in  the  Seminary.  In  1892  came  the  gift  from  Mr. 
Robert  F.  Ballantine  of  the  greatly  needed  Gymnasium. 
In  1904  came  the  new  Library,  gift  of  Mr.  Ralph  Voor- 
hees,  Van  Nest  Hall  was  improved,  the  Ceramics  Depart- 
ment was  founded,  and  the  State  scholarships  work  was 
confirmed. 

Mr.  James  Neilson  added  to  the  Neilson  Campus,  al- 
ready partly  given  by  him.  The  Engineering  Building 
has  been  built  on  it,  and  the  Chemistry  Building,  and  the 
Entomology  Building;  the  late  John  Howard  Ford  has 
given  the  dormitory  which  bears  his  name.  Mr.  James 
B.  Ford  has  added  valuable  properties  to  the  College 
holdings,  the  State  has  built  the  Agricultural  Building 
and  other  smaller  buildings  at  the  farm,  the  farm  has 
been  increased  from  ninety  acres  to  three  hundred  and 
fifty  acres,  short  courses  in  agriculture  have  been  estab- 
lished, a  summer  session  assembles  six  hundred  students, 
graduate  students  have  come  and  increase  in  number, 
undergraduates  have  grown  in  number  beyond  five  hun- 
dred, the  curriculum  has  been  revised  and  is  now  revised 
again. 

Would  that  I  could  dwell  upon  men  who  have  taught 
and  who  have  made  the  College  in  these  recent  years — the 
men  who  now  in  recent  memory  have  gone  to  their  re- 
ward :  Professors  like  Doolittle  and  Cooper  and  Bowser, 
Austin  and  Wilber  and  Speyers,  Nelson  and  Smith  and 
Voorhees,  Duryee  and  Chester  and  Prentiss.  Would  that 
I  might  rehearse  the  labors  and  achievements  and  char- 
acter of  Irving  S.  Upson,  so  long   the   Registrar   and 


44  RUTGERS  CELEBRATION 

Treasurer,  the  trusted  adviser.  Would  that  I  might  tell 
the  devotion  and  fruitful  oversight  of  trustees  like  Henry 
L.  Janeway,  Henry  R.  Baldwin,  Edward  B.  Coe. 

How  impossible  to  bring  before  you  in  an  hour  any  fair 
review  of  one  hundred  and  fifty  years !  A  few  names,  a 
few  dates,  a  few  events,  when  there  has  been  the  stream 
of  life,  which  none  can  measure,  always  sweeping  on !  Let 
this  hour  of  remembrance  be  at  least  a  tribute  to  the  men 
of  faith  and  sacrifice  who  laid  the  foundations  of  this 
ancient  College.  Let  it  be  at  least  a  witness  to  the  power 
of  men  and  institutions  to  keep  the  faith,  to  grasp  new 
truth,  and  to  fit  service  to  each  day  and  generation.  Let 
it  be  at  least  the  story  of  our  gratitude  to  Almighty  God 
for  the  springs  of  life,  for  the  growth  of  wisdom,  and  for 
the  harvest,  thirty,  sixty,  and  a  hundred  fold. 

Governor  Fielder:  Let  us  join  in  singing  the  hymn: 
''0  God,  Our  Help  in  Ages  Past." 

HYMN 
O  God,  our  help  in  ages  past, 

Our  hope  for  years  to  come, 
Our  shelter  from  the  stormy  blast, 

And  our  eternal  home: 

Before  the  hills  in  order  stood. 

Or  earth  received  her  frame. 
From  everlasting  Thou  art  God, 

To  endless  years  the  same. 

A  thousand  ages  in  Thy  sight 

Are  like  an  evening  gone; 
Short  as  the  watch  that  ends  the  night 

Before  the  rising  sun. 

Time,  like  an  ever-rolling  stream. 

Bears  all  its  sons  away; 
They  fly  forgotten,  as  a  dream 

Dies  at  the  opening  day. 

O  God,  our  help  in  ages  past, 

Our  hope  for  years  to  come. 
Be  Thou  our  guard  while  troubles  last 

And  our  eternal  home. 

Isaac,  Wjttts  1719. 


FRIDAY,  OCTOBER  THIRTEENTH  45 

Governor  Fielder  :  We  shall  now  listen  to  an  address 
on  behalf  of  the  Reformed  Church  in  America  by  the 
Reverend  Ame  Vennema,  President  of  Hope  College  and 
lately  President  of  the  General  Synod. 

ADDRESS 
Ame  Vennema,  D.D. 

President  of  Hope  College,  Lately  President  of  General  Synod, 
Reformed  Church  of  America 

I  can  assure  you,  President  Demarest,  that  the  oldest 
Church  in  America — ^your  Church  and  the  Church  of 
your  fathers — takes  a  keen  interest  in  this  happy  event. 

It  was  the  Reformed  Church  in  America  that  gave 
birth  to  this  now  flourishing  institution.  Moved  by  the 
conviction  that  the  interests  of  the  churches  of  her  con- 
nection would  be  best  served  by  young  men  prepared 
for  their  sacred  office  in  New  Netherland  rather  than  in 
old  Nederland,  however  excellent  the  universities  of 
Leyden  and  Utrecht  were,  she  took  steps  that  led  finally 
to  the  establishment  of  this  seat  of  learning. 

It  was  the  Reformed  Church  that  most  tenderly  nursed 
and  cared  for  her  new  born  child  while  yet  in  swaddling 
clothes  and  later.  It  seems  to  have  been  subject  to  nearly 
all  the  infantile  hardships  and  handicaps  that  church 
colleges  in  their  early  history  are  heir  to.  As  of  the 
mother  of  Moses  it  may  be  said  of  the  Church  that  "when 
she  saw  him  that  he  was  a  goodly  child  she  hid  him.'* 
When  the  home  of  Queen's  College  in  New  Brunswick 
was  destroyed  by  fire,  we  hear  of  the  College  now  in 
Raritan,  then  in  Millstone,  then  of  its  doors  closed  for 
a  season,  and  afterward  of  its  return  to  its  original 
home  town.  Those  were  troublous  times;  the  country 
was  poor,  the  Church  herself  was  not  of  one  mind  as  to 
the  wisdom  of  training  her  ministry  at  home,  political 
conditions  were  unsettled,  the  Revolutionary  War  was 
causing  its  ravages.  But  the  spirit  of  the  child,  fostered 
by  its  loving  mother,  was  brave  and  tenacious  and  even- 
tually rose  superior  to  all  those  untoward  conditions. 


40  EUTGERS  CELEBRATION 

It  was  the  Reformed  Church  that  kept  a  gentle  but 
firm  hand  of  control  upon  the  affairs  of  the  College  until 
she  recognized  that  it  had  attained  sufficient  stability 
and  maturity  to  stand  upon  its  feet  and  shoulder  re- 
sponsibility for  its  own  conduct.  Not  only  has  the 
Church  contributed  liberally  toward  its  financial  support, 
but  it  has  helped  to  shape  its  educational  policies  and 
conserve  its  high  ideals. 

And  I  desire  to  bring  to  you  today  the  assurance  of 
the  Church's  high  appreciation  of  the  magnificent  service 
you  have  rendered  to  the  denomination  with  which  you 
have  been  so  closely  affiliated  for  a  century  and  a  half. 

Her  sons,  into  whatever  fields  of  service  they  may  have 
been  subsequently  led,  have  found  ample  provision  here 
for  their  intellectual  equipment.  By  a  thorough  and 
liberal  training  you  have  laid  in  them  a  foundation  deep 
and  broad  for  a  career  of  usefulness  and  honor.  Many 
of  them  have  held  and  are  holding  positions  of  con- 
spicuous importance  in  the  industrial  and  commercial 
world  as  well  as  in  the  Church  and  State. 

And  parents  have  felt  that  they  could  send  their  sons 
here  without  misgivings  because  you  have  never  failed 
to  place  proper  emphasis  upon  character  building  and 
wholesome  religious  influence.  Rutgers  has  always  been 
considered  a  safe  college.  In  some  correspondence  re- 
cently had  with  a  young  man,  a  son  of  a  minister,  who 
had  made  application  for  a  place  on  our  faculty,  he  stated 
frankly,  **I  intended  to  enter  the  ministry.  Then  began 
a  period  of  doubt,  brought  about,  needless  to  say,  by 
certain  courses  in  the  curriculum  and  certain  free  think- 
ing professors.  For  years  I  struggled  against  doubt  and 
tried  to  force  myself  back  into  religious  peace.  Most 
people  in  my  position  find  such  an  attempt  of  no  avail 
and  I  was  no  exception.  The  light  of  faith  has  gone 
out."  This  is  pathetic,  and  we  honor  Rutgers  for  not 
contributing  toward  such  disturbing  and  paralyzing  ex- 
periences in  the  lives  of  young  men  entrusted  to  her 
care. 

Of  your  graduates  an  unusually  large  number  have 


FBIBAY,  OCTOBER  TSlRTEfiN'Tfl  41 

been  enrolled  among  the  ministry  of  our  Church.  For 
the  distinguished  service  they  have  rendered  to  the  cause 
of  our  common  Master  in  our  own  fair  and  favored  land, 
and  no  less  in  the  battle  with  false  religions  in  heathen 
countries,  the  Church  freely  acknowledges  its  indebted- 
ness. There  have  not  been  those  who  have  understood 
the  spirit  of  the  Reformed  Church  better,  or  have  been 
in  more  hearty  sympathy  with  its  missionary  enterprises, 
or  have  labored  more  earnestly  and  successfully,  or  have 
filled  its  pulpits  more  ably  and  eloquently,  than  those 
who  own  this  College  as  their  Alma  Mater.  The  Church 
of  our  love,  the  Church  of  the  Reformation,  offers  you 
most  hearty  congratulation  today. 

And  now  speaking  for  Hope  College  we  bring  to  our 
older  sister  our  most  respectful  salutations  and  felicita- 
tions upon  her  one  hundred  and  fiftieth  birthday  anni- 
versary. We  saw  the  light  just  one  hundred  years  after 
you  did.  How  much  we  have  in  common!  Born  of  the 
same  mother,  moved  by  the  same  spirit,  fostered  by  the 
same  care,  confronted  by  the  same  problems,  struggling 
with  and  surmounting  similar  difficulties,  it  is  easy  for 
one  who  knows  us  both  to  note  the  family  resemblance. 

A  fine  spirit  of  helpful  reciprocity  has  always  charac- 
terized the  relations  between  the  two  sisters.  Before  we 
had  risen  to  the  dignity  of  a  college  we  sent  to  you  the 
graduates  of  our  Academy  that  you  with  your  better 
facilities  might  carry  forward  in  them  the  work  we  had 
begun ;  and  such  names  as  John  and  Jacob  Vander  Meu- 
len,  Christian  Vander  Veen,  John  H.  Karsten,  Egbert 
Winter,  Dirk  Broek,  Peter  De  Free,  Peter  Lepeltak, 
Adrian  Kriekaard,  Mannes  Kiekintveld,  E.  Christian 
Oggel,  Henry  Utterwick,  John  W.  Warnshuis,  and  Adrian 
Westveer  grace  the  list  of  your  Alumni  from  1858  to 
1865.  On  the  other  hand,  men  whom  you  had  so  well 
prepared  have  rendered  valuable  service  in  laying  the 
foundation  and  rearing  the  superstructure  of  our  educa- 
tional system.  Hope  College  delights  to  honor  the  names 
of  John  Van  Vleck,  Abraham  Thompson,  T.  Romeyn 
Beck,  Cornelius  E.  Crispell,  Charles  Scott  of  an  earlier 


48  RUTGERS  CELEBRATION 

day,  and  those  of  James  G.  Sutphen,  John  H.  Gillespie,  J. 
Tallmadge  Bergen,  and  John  W.  Beardslee,  Sr.,  of  a  later 
time.  I  cannot  imagine  a  situation  that  would  interfere 
with  the  cordiality  of  the  relations  between  Rutgers  and 
Hope  through  the  coming  years. 

President  Demarest,  from  the  time  of  our  first  ac- 
quaintance in  the  fall  of  1879  when  I  sat  as  a  pupil  in 
homiletics  at  the  feet  of  your  honored  father,  we  have 
been  thrown  together  not  a  little  in  one  way  and  another, 
as  friends,  as  ministers  in  the  same  classis,  as  members 
of  the  Board  of  Education,  and  now  as  college  presidents. 
I  have  watched  with  increasing  satisfaction  and  delight 
your  growth  in  power  and  efficiency,  in  ever  enlarging 
spheres  of  usefulness.  And  I  desire  from  a  full  heart 
to  tender  you  my  personal  congratulations  today,  and 
to  express  the  earnest  hope  that  old  Rutgers  under  your 
prudent  and  progressive  administration  and  in  the  plenti- 
tude  of  its  power  may  ever  stand  in  the  vanguard  of 
American  colleges  and  fulfill  more  than  ever  the  ambi- 
tious hopes  of  its  founders  and  its  sublime  mission  in 
the  world. 

Governor  Fielder:  I  take  pleasure  in  presenting  the 
next  speaker,  Chevalier  W.  L.  F.  C.  van  Rappard,  Minis- 
ter Plenipotentiary  from  the  Netherlands,  who  will  speak 
on  behalf  of  Holland. 

ADDRESS 
Chevalier  W.  L.  F.  C.  van  Rappard 

Envoy  Extraordinary  and  Minister  Plenipotentiary  from  the  Netherlands 

Mr.  President  and  Trustees  op  Rutgers  College, 
Ladies  and  Gentlemen:  Thankful  for  the  permission 
granted  to  me  to  deliver  a  short  address  on  occasion  of 
the  celebration  of  the  one  hundred  and  fiftieth  anni- 
versary of  the  founding  of  Rutgers  College,  I  wish  in 
the  first  place  to  fulfill  a  most  agreeable  duty.  Her 
Royal  Majesty  the  Queen  of  the  Netherlands,  my  most 
Gracious  Sovereign,  has  been  pleased  to  order  me  to 


PBIDAY,  OCTOBER  THIRTEENTH  49 

represent  Her  at  this  ceremony  and  to  convey  to  Rutgers 
College  not  only  Her  most  hearty  congratulations  with 
the  one  hundred  and  fifty  years  of  strenuous,  useful, 
splendid  work  that  lie  behind  you  and  upon  which  your 
College  can  look  with  satisfaction  and  pride,  but  also  Her 
most  sincere  wishes  for  as  beautiful  a  future.  I  am  in- 
structed to  assure  you  that  Her  Majesty,  the  Queen  of  the 
Netherlands,  has  always  been  intensely  interested  in 
everything  that  regards  this  great  Republic,  and  always 
appreciates  every  event  demonstrating  on  this  side  of  the 
water  that  the  Americans  do  not  forget  the  old  relations 
between  our  two  countries,  do  not  forget  that  the  old 
Dutch  settlers  when  they  came  over  to  these  shores 
brought  with  them  those  principles  of  freedom,  of  liberty 
of  thought,  and  of  religious  tolerance  which  formed  the 
base  for  your  Constitution,  and  which  also  prompted  the 
early  Dutch  Colonists  in  New  York  and  New  Jersey  to 
secure  in  1766,  from  the  King  of  England,  the  Royal 
Charter  by  which  your  College  was  founded — one  of  the 
very  few  Colonial  colleges  in  the  United  States  and,  if  I 
am  not  mistaken,  the  only  one  founded  by  the  Dutch. 

After  having  conveyed  to  you  the  congratulations  of 
my  Queen,  and  expressing  my  appreciation  of  the  great 
honor  Rutgers  College  has  conferred  upon  me,  I  think 
you  will  allow  me  to  dwell  for  a  few  moments  on  the 
country  and  the  people  which  I  have  the  honor  and  the 
privilege  to  represent  on  this  important  occasion.  For, 
in  celebrating  the  one  hundred  and  fiftieth  anniversary 
of  this  College  and  in  remembering  its  founders,  you  are 
at  every  turn  reminded  of  Holland  and  of  those  Hol- 
landers who,  with  prophetic  foresight,  laid  the  founda- 
tions of  this  historic  and  renowned  institution  which  has 
given  to  the  State  of  New  Jersey  and  to  this  nation  so 
many  men  of  distinction. 

Holland,  as  you  all  know,  is  a  small  and — as  compared 
with  yours — an  insignificant  country.  And  yet,  small  as 
it  is,  it  has,  I  dare  say,  a  history  second  to  no  other  nation 
of  modern  times.    In  ideals  and  in  their  contributions  to 


50  BUTGEES  CELEBRATION 

human  progress  and  to  civilization,  small  countries  often 
have  not  been  inferior  to  the  larger  ones.  Those  who 
have  studied  Holland's  history  concede  that  she  has 
played  as  great  a  part  in  human  affairs  as  countries  to 
whom  nature  was  kinder.  Centuries  of  struggle  with 
the  elements  have  made  the  people  hardy,  resourceful, 
and  enterprising.  Through  self-government  in  their 
cities,  through  long  experience  in  cooperate  rule,  the 
Hollanders  moreover  were  taught  the  value  of  liberty. 
Under  the  spur  of  necessity  they  became  the  most  in- 
ventive of  all  the  nations  of  Europe.  It  would  take  me 
much  too  long  to  give  you  the  list  of  their  inventions, 
neither  can  I  recount  the  discoveries  of  the  Dutch  ex- 
plorers, who  left  no  corner  of  the  globe  unsearched.  In 
the  Americas,  the  Indies,  and  the  Pacific  they  established 
colonies,  many  of  which  still  survive.  It  is  not  commonly 
known  that  in  1595,  long  before  the  discovery  of  Man- 
hattan Island  by  Hudson,  seven  Dutch  ships,  in  an  at- 
tempt to  discover  the  Northwest  Passage,  anchored  for 
some  days  at  Staten  Island.  It  was  the  same  enterprising 
race  that  discovered  Tasmania  and  New  Zealand  and 
that  first  rounded  Cape  Horn. 

In  consequence  of  these  discoveries  and  of  the  found- 
ing of  the  Dutch  East  and  West  Companies,  an  enormous 
wealth  flowed  into  the  country.  Amsterdam  became  the 
emporium  of  Europe.  With  the  advancement  in  com- 
merce learning  and  the  arts  kept  pace.  Money  was 
always  ready  for  educational  purposes.  You  all  know 
probably  how  the  University  of  Leyden  originated.  Pre- 
ferring learning  to  perpetual  immunity  from  taxes,  the 
citizens  founded  and  fostered  what  has  been,  and  is  still, 
one  of  the  greatest  of  all  modern  universities;  for  no 
other  institution  has  produced  so  many  great  men.  With 
regard  to  the  arts,  the  northern  and  southern  Nether- 
lands together  produced  hundreds  of  painters  of  lasting 
distinction.  And  one  must  not  forget  that  at  the  time 
of  Holland's  glory  the  whole  race  was  less  than  the 
present  population  of  New  York  City. 


FBIDAY,  OCTOBER  THIRTEENTH  51 

Poets  there  were  too,  not  less  distinguished  in  their 
own  country  than  the  painters — poets  whose  works  will 
compare  favorably  with  the  best  of  antiquity  and  with 
the  first  of  the  modern. 

However,  their  names  will  not  sound  so  familiar  to 
you  as  the  names  of  our  painters,  because  naturally  the 
Dutch  language  is  a  great  obstacle;  yet,  no  one  can  ap- 
preciate the  greatness  of  the  Holland  of  the  sixteenth 
and  seventeenth  centuries  without  a  study  of  the  works 
of  our  poets,  more  especially  of  Vondel,  the  Dutch 
Shakespeare,  whose  ** Lucifer"  suggested  to  Milton  the 
plot  and  the  characters  of  * '  Paradise  Lost. ' '  An  English 
translation  of  ** Lucifer"  has  been  made  by  Prof.  Leon- 
ard van  Noppen,  Queen  Wilhelmina  Lecturer  at  Colum- 
bia University,  the  only  institution  thus  far  in  this 
country  that  has  a  chair  devoted  to  the  history  and  the 
literature  of  the  Netherlands. 

I  feel  sure  that  the  United  States  would  profit  by  a 
closer  study  of  that  Dutch  history  and  literature.  It  is 
an  American,  it  is  true,  the  historian  Motley,  who  has 
done  more  than  any  other  to  lift  the  curtain  of  ignorance 
concerning  my  country ;  but  even  Motley,  well  as  he  knew 
the  political  history  of  Holland,  was  less  acquainted  with 
Holland's  contribution  to  the  sciences,  to  the  arts,  and 
to  literature ;  and  therefore  I  feel  happy  to  speak  at  the 
actual  moment  before  such  an  institution  as  Rutgers 
College  which,  because  of  her  early  relations  with  Hol- 
land, seems  to  me  the  first  to  promote  true  knowledge 
of  the  history  and  the  contributions  of  the  Netherlands. 

And  there  are  other  and  even  stronger  reasons  why 
Dutch  history  should  be  studied  on  this  side  of  the  water. 
Researches  of  Douglas  Campbell,  Griffis,  de  Vries, 
Torchiana,  and  van  Noppen  have  brought  to  light  the 
remarkable  influence  of  the  Netherlands  on  the  social 
customs  and  the  political  institutions  of  America,  which 
were  in  nearly  every  essential  copied  from  those  of  the 
Netherlands. 

John  Adams,  no  mean  authority,  who  negotiated  the 


52  RUTGERS  CELEBRATION 

treaty  whereby  Holland  acknowledged  the  independence 
of  the  United  States — she  was  the  second  nation  to  do 
so — said  as  follows:  "Holland's  history  and  the  great 
characters  it  exhibits  in  the  various  arts  of  peace  as  well 
as  of  war,  by  sea  and  land,  have  been  particularly  studied, 
admired,  and  imitated  in  every  state."  He  then  goes  on 
to  speak  of  the  resemblance  between  Holland  and  the 
United  States  in  respect  to  freedom  of  inquiry,  the  right 
of  private  judgment,  and  the  liberty  of  conscience.  Dis- 
covering striking  analogies  of  government  and  of  customs 
and  institutions  he  adds :  *  *  The  originals  of  the  two  re- 
publics are  so  much  alike  that  the  history  of  one  seems 
but  a  transcript  of  that  of  the  other." 

These  analogies  can  be  found  through  the  whole  history 
of  our  two  countries.  In  1581  the  United  Provinces,  be- 
cause of  Spain's  violation  of  its  pledges,  issued  their 
Declaration  of  Independence.  Because  of  its  resemblance, 
that  instrument  may  be  well  regarded  as  the  prototype 
and  the  pattern  of  the  American  Declaration  as  written 
by  Jefferson.  In  the  Dutch  declaration  of  1581  was  not 
only  written  a  formal  deposition  of  Philip  II,  similar  to 
the  American  renunciation  of  George  III,  but  also  an 
absolute  repudiation  of  the  authority  of  Spain.  Then 
followed  that  war  which  Motley  called  "the  longest  and 
bloodiest  of  history,"  lasting  eighty  years  and  ending 
with  Holland  victorious  and  with  Spain  defeated  on  land 
and  on  sea,  her  power  forever  shattered,  while  on  the 
other  hand  the  triumphant  Dutch  Republic  began  that 
glorious  career  for  the  details  of  which  I  refer  you  to 
Motley's  "Eise  of  the  Dutch  Eepublic." 

It  was  to  this  rising  Holland  that,  in  1609,  the  Pilgrim 
Fathers  fled  from  English  persecution.  They  remained 
eleven  years  at  Leyden,  and  in  Holland  they  learned  those 
lessons  of  liberty  and  those  duties  and  privileges  of  citi- 
zenship in  a  republic,  which  later  should  profit  them  and 
their  descendants  in  the  founding  of  the  English  Colonies 
in  the  New  World.  In  Holland  they  found  freedom  of 
conscience,  of  the  press,  and  of  speech ;  they  found  a  free 


FBIDAY,  OCTOBER  THIRTEENTH  53 

Bible  read  by  a  free  people,  and  a  state  wholly  inde- 
pendent of  the  Church.  They  found  moreover  a  system 
of  free  schools  such  as  England  was  not  to  know  for 
centuries ;  and  last,  not  least,  they  found  that  in  Holland 
did  not  prevail  the  old  principle  **Cujus  regio  ejus  re- 
ligio"  existing  in  England — that  the  people  should  be  of 
the  same  religion  as  the  ruler.  In  England  under  Henry 
VIII,  Elizabeth,  and  the  Stuarts,  dissenters,  nonconform- 
ists, and  schismatics  were  treated  as  criminals ;  the  Puri- 
tans therefore  were  forced  to  seek  freedom  of  worship 
elsewhere. 

As  to  free  schools,  the  English  attitude  was  curiously 
expressed  by  Gov.  William  Berkeley  of  Virginia,  a  col- 
ony untouched  by  the  Dutch  influence,  when  he  said :  *  *  I 
thank  God  there  are  no  free  schools  or  printing,  and 
I  hope  we  shall  not  have  them  this  hundred  years.  God 
keep  us  from  both ! ' ' 

It  would  lead  me  too  far  if  I  wished  to  enumerate  all 
the  things  and  customs  the  American  Colonies  got  from 
the  Netherlands.  Let  me  only  point  out  to  you  that  in 
the  structure  of  your  government  the  most  striking  evi- 
dences of  the  Dutch  influence  are  to  be  found.  Benjamin 
Franklin  already  said:  **In  all  things  Holland  has  been 
our  example,"  while  James  Madison,  one  of  the  makers 
of  your  Constitution,  said:  ''The  example  of  Holland 
proved  that  a  toleration  of  sects  dissenting  from  the 
established  sect  was  safe  and  even  useful,  that  religion 
flourishes  in  greater  purity  without  than  with  the  aid  of 
government. ' ' 

I  have  not  now  the  time  to  compare  one  by  one  the 
various  features  of  your  Constitution  with  those  estab- 
lished by  the  Dutch  Republic.  Suflfice  it  to  say  that  every 
important  provision  of  yours  was  paralleled  by  some 
similar  provision  of  theirs.  For  particulars  I  might  refer 
you  to  Douglas  Campbell 's  interesting  book,  ' '  The  Puri- 
tan in  England,  Holland,  and  America." 

Now,  while  the  extent  of  the  influence  of  Holland  on 
American  institutions  is  not  exactly  determinable,  yet 


54  RUTGERS  CELEBRATION 

it  must  be  apparent  that  Holland  and  her  history  and 
institutions  would  be  an  interesting  subject  of  study  at 
the  different  colleges  of  America,  and  as  representative 
of  the  Netherlands  I  permit  myself  to  express  the  hope 
that  the  good  example  given  by  Columbia  University  in 
establishing  a  lectureship  in  Dutch  History  may  be  fol- 
lowed by  others.  Says  the  historian  Davies :  *  *  There  is 
scarcely  any  nation  whose  history  has  been  so  little 
understood  or  so  generally  neglected  as  that  of  Holland, 
and  there  is  none  which  better  deserves  the  consideration 
of  every  thinking  mind." 

Thanking  you  for  the  occasion  you  have  kindly  given 
to  me  briefly  to  point  out  to  you  what  our  two  countries 
have  in  common,  I  avail  myself  of  this  opportunity,  Mr. 
President  and  Trustees  of  Rutgers  College,  to  offer  you 
also  my  most  sincere  personal  wishes  for  the  perpetual 
welfare  of  your  distinguished  institution. 

Governor  Fielder  :  After  the  singing  of  the  next  hymn 
the  benediction  will  be  pronounced  by  the  Reverend  Henry 
E.  Cobb,  class  of  1884,  and  the  audience  will  please  re- 
main standing  until  the  academic  procession  has  left  the 
church. 

"We  will  now  join  in  singing  "America." 

AMERICA 
My  country,   'tis  of  thee, 
Sweet  land  of  liberty. 

Of  thee  I  sing; 
Land  where  my  fathers  died. 
Land  of  the  pilgrims'  pride, 
From  every  mountain  side 

Let  freedom  ring. 

My  native  country,  thee, 
Land  of  the  noble  free. 

Thy  name  I  love; 
I  love  thy  rocks  and  rills. 
Thy  woods  and  templed  hills; 
My  heart  with  rapture  thrills 

Like  that  above. 


FRIDAY,  OCTOBEB  THIRTEENTH  65 

Let  music  swell  the  breeze, 
And  ring  from  all  the  trees 

Sweet  freedom's  song; 
Let  mortal  tongues  awake, 
Let  all  that  breathe  partake. 
Let  rocks  their  silence  break. 

The  sound  prolong. 

I 
Our  fathers'  God,  to  Thee, 
Author  of  liberty. 

To  Thee  we  sing: 
Long  may  our  land  be  bright, 
With  freedom's  holy  light; 
Protect  us  by  Thy  might. 

Great  God,  our  King. 

Samuel  Francis  Smith  1832 

Rev.  Henby  E.  Cobb:  May  the  Lord  God  be  with  us 
as  He  was  with  our  fathers ;  and  let  Him  not  leave  us  nor 
forsake  us,  but  let  Him  continue  with  us  that  we  may 
follow  in  His  footsteps  and  keep  His  commandments. 
The  Lord  bless  thee  and  keep  thee;  the  Lord  make  His 
face  to  shine  upon  thee  and  be  gracious  unto  thee;  the 
Lord  lift  up  His  countenance  upon  thee  and  give  thee 
peace.    Amen. 

At  the  close  of  the  exercises  the  President  of  the  Col- 
lege and  the  Governor  retired,  led  by  the  Chief  Marshal ; 
and  the  procession,  following  in  academic  order,  preceded 
again  by  the  band,  returned  to  the  Queen's  Campus  where 
it  dispersed. 

At  one  o'clock  luncheon  was  served  at  the  Robert  F. 
Ballantine  Gymnasium,  delegates  and  guests  and  alumni 
joining  with  the  Trustees  and  Faculty  to  the  number  of 
perhaps  one  thousand. 


56  EUTGERS  CELEBRATION 

THE  ANNIVERSARY  PAGEANT 
The  College  Farm,  2:00  P.  M. 

On  Friday  afternoon  delegates  and  guests  were  con- 
veyed by  automobiles  to  the  College  Farm  to  witness  the 
Anniversary  Pageant.  The  alumni  and  the  people  of 
New  Brunswick  who  were  at  all  related  to  the  College 
also  had  been  given  cards  of  admission.  Arrangements 
had  been  made  for  hundreds  of  additional  visitors,  and 
a  great  audience  gathered  at  the  natural  amphitheatre 
just  within  the  entrance  to  the  Farm  sloping  to  the  pond. 
The  setting  was  very  beautiful — the  natural  stage  with 
its  background  of  shrubbery  and  trees  and  water  and 
the  sloping  lawn  beyond  the  water. 

Professor  Ward,  the  Director,  had  conceived  the 
Pageant  with  rare  historic  sense  and  artistic  feeling.  Its 
scenes  were  singularly  appropriate  and  they  were  splen- 
didly executed.  The  music,  under  the  direction  of  Mr. 
Howard  D.  McKinney,  of  the  class  of  1913,  the  College 
Musical  Director,  and  Assistant  Professor  Harry  N. 
Lendall,  the  College  Chorister,  was  of  rare  quality  and 
effectiveness.  There  was  no  dialogue.  No  words  were 
spoken  save  those  in  song  and  in  the  reading  of  the 
Declaration  and  brief  addresses.  Preparations  for  the 
Pageant  had  been  begun  in  the  spring  and  were  carried 
on  during  the  summer,  but  only  a  few  rehearsals,  and 
they  in  the  last  few  days,  were  possible.  The  interest 
and  zest  of  those  participating,  however,  made  the  prep- 
arations effectual  and  the  production  a  remarkable  suc- 
cess. An  element  of  great  interest  was  the  fact  that 
so  many,  among  the  several  hundred  participating,  were 
descendants  or  connections  of  early  presidents,  trustees, 
professors,  and  graduates,  that  so  many  of  the  names  of 
distinction  in  the  early  College  history  appeared  in  the 
list — the  names  of  Hardenbergh,  Neilson,  Schureman, 
Kirkpatrick,  and  others.  The  cloudiness  of  the  afternoon 
deprived  the  scene  of  some  of  the  beauty  which  had  been 
especially  marked  in  the  sunshine  of  the  dress  rehearsal 


FRIDAY,  OCTOBER  THIRTEENTH  57 

on  the  Wednesday  afternoon  preceding.  Moving  pic- 
tures, as  well  as  ordinary  photographs,  were  taken  of 
all  the  scenes.    The  full  Pageant  program  follows. 

The  Annivebsary  Pageant 

A  Symbolical  and  Historical  Pageant  given  by  Citizens 
of  New  Brunswick  and  the  Faculty,  Alumni,  and  Under- 
graduates of  Rutgers  College  in  connection  with  the  cele- 
bration of  the  One  Hundred  and  Fiftieth  Anniversary  of 
the  Granting  of  a  Royal  Charter  to  Queen's  College,  now 
Rutgers  College. 

Pageant  by 
Professor  Clarence  Ward 

Music  arranged  and  Musical  Notes  compiled  by 
Mr.  Howard  D.  McKjnney 

Historical  Notes  compiled  by 
Mr.  WnjiTAM  H.  Benedict 

Foreword 
In  presenting  this  pageant  there  is  no  claim  to  abso- 
lute historical  accuracy  either  in  action  or  costume. 
Rather  is  it  the  purpose  of  pageantry  to  produce  scenes 
as  imagination  pictures  them.  It  is  hoped  that  the  spec- 
tators will  judge  the  result  attained  from  this  standpoint 
and  that  they  will  find,  in  the  episodes  represented,  pic- 
tures of  "the  good  old  days  and  good  old  ways,**  as  they 
themselves  have  pictured  them. 

Prolog 

The  Background  of  Learning 
cast 

Philosophy:    Mrs.  Thomas  J.  Headlee 
The  Liberal  Arts 
The  TRivitTM  The  Quadriviitm 

Grammar:    Miss  Elizabeth  Hill  Geometry:   Mrs.  Edward  L.  Stevenson 

Master  John  Swope  Arithmetic:   Miss  Margaret  Auten 

Dialectic:   Mrs.  Lucius  P.  Janeway    Music:   Miss  Molita  Donohue 
Rhetoric:   Mrs.  Joseph  Duffee  Astronomy:   Mrs.  Philip  S.  Ordway 

Trotjbadottrs 
Mr.  Eric  V.  Goodwin  Prof.  Mairj  N.  Lendall 


58 


EUTGEES  CELEBEATION 


Winfred  C.  Bloom 
Cornelius  B.  Boocock 
Harold  I.  Fawcett 
Alexander  E.  Ferguson 

David  M.  P,  Abt 
Joseph  H.  Edgar 
Harry  L.  Janeway 
Frederick  Summerill 
Harold  C.  Taylor 

Malcolm  S.  Pitt 

Abbot: 
David  G.  Ackerman 
Willis  W.  Angus 
Charles  E.  Bloodgood 
Herbert  W.  Boes 
G.  Howard  Buttler 
Marcus  A.  Canfield,  Jr. 
Byron  P.  Croker 
Ernest  T.  Dewald 
Joseph  Duffee 
Taylor  H.  Edwards 
Eev.  Edward  W.  Hall 
Frederick  A.  Hall 
Frederick  B.  Heitkamp 
Albert  W.  Holzmann 


Knights 

Arthur  F.  Hope 
Clifton  H.  Luster 
Eobert  A.  McKenzie 
Lawrence  D.  Thompson 

SquraES 

Howard  H.  Thomas 
J.  Wallace  Thomson 
James  D.  Williams 
Wm.  Stanley  Woodward 

Pages 

Wm.  Kirby  Holmes 

Monks 
Prof.  Charles  H.  Whitman 
Harry  E.  Klein 
Eoy  F.  Layton 
Prof.  J.  Volney  Lewis 
Noel  D.  Ludlow 
Eobert  A.  Lufburrow 
Andrew  F.  Lynch 
Brooks  C.  Martin 
William  N.  Packard 
Gustav  Patz 
George  J.  A.  Perpente 
C.  William  Pfeil 
Leonard  S.  Sibley 
W.  Phillips  Thorp,  Jr. 
Cyril  Wimpenny 


The  prolog  is  a  symbolical  representation  of  the 
learning  of  the  Middle  Ages  from  which  our  own  colleges 
and  universities  have  sprung. 

This  learning  may  be  briefly  described  as  of  two  sorts, 
secular  and  theological,  the  one  represented  by  the  no- 
bility and  the  institution  of  chivalry,  the  other  by  the 
monastic  and  secular  clergy  and  the  Church. 

The  pageant  opens  with  a  prelude*  followed  by  the 

1  The  music  for  the  entire  pageant  has  been  drawn  from  that  actually 
used  at  the  time  represented  by  the  action,  or  from  some  more  modem 
source  reflective  or  indicative  of  the  characteristics  of  the  various  periods. 
Considerable  care  has  been  taken  to  present  the  music  as  accurately  as 
possible,  thus  giving  actual  reproductions  of  music  used  at  the  different 
historical  periods  of  the  pageant. 

The  orchestral  prelude  and  martial  music  used  during  the  prolog  are 
taken  from  the  "Pomp  and  Circumstance"  military  marches  of  the  great 
English  composer,  Sir  Edward  Elgar  (1857-  ).  These  marches  were 
first  produced  in  1901.  The  ones  rendered,  numbers  one  and  two,  are  very 
suggestive  of  the  time  here  represented. 


FEIDAY,  OCTOBER  THIRTEENTH  59 

martial  music  of  the  **Pomp  and  Circumstance"  military 
marches,  during  which  the  action  of  the  prolog  begins. 

The  figure  of  Philosophy  first  appears,  followed  by 
those  of  the  Seven  Liberal  Arts:  The  Trivium  (gram- 
mar, dialectic,  rhetoric)  and  The  Quadrivium  (geometry, 
arithmetic,  music,  astronomy). 

Each  has  a  symbolical  character.  Philosophy  has  a 
ladder  up  her  body,  representing  the  steps  by  which  one 
arrives  at  the  perfect  knowledge  of  the  Queen  of  Knowl- 
edge. A  sceptre  in  her  left  hand  indicates  her  authority. 
A  closed,  surmounted  by  an  open,  book  in  her  right  hand 
are  probably  the  Old  and  New  Testament.  The  Greek 
letters  theta  and  pi  on  her  robe  stand  for  theoretical 
and  practical  philosophy.  Granunar  holds  a  ferrule  and 
teaches  a  child  from  a  book.  Dialectic  has  a  serpent 
wound  round  her  neck,  indicating  wisdom  and  skill  in 
speaking.  Rhetoric  writes  upon  a  tablet.  Geometry  has 
a  drawing  board  and  compass.  Arithmetic  holds  small 
balls  for  counting  in  her  hand.  Music  strikes  upon  a  row 
of  bells.  Astronomy  holds  a  disk  with  a  broken  line  run- 
ning through  it,  an  instrument  for  measuring  the  dis- 
tances of  the  stars. 

This  was  the  customary  method  of  representing  these 
Liberal  Arts  in  the  carved  stone  and  painted  glass  of  the 
medieval  cathedrals. 

As  they  take  their  places,  forming  the  background  and 
keynote  of  the  scene,  the  sound  of  a  troubadour's  song 
is  heard.* 

WHEN  THE  NIGHTINGALE  SHALL  SING 
(Quant  li  Rosignol  Jolis) 
When  the  nightingale  shall  sing 

Songs  of  love  from  night  to  mom, 
When  the  rose  and  lily  spring 

And  the  dew  bespangles  the  thorn; 
Then  should  I  my  voice  expand 

Like  a  lover  fond  and  true, 
Could  I  but  its  tones  command 

And  the  tender  strain  pursue; 
But  his  love  who  fears  to  tell 

Notes  of  passion  ne'er  can  swell. 

2  The  ballads  used  in  the  prolog  were  selected  from  those  used  by  the 
medieval  singers,  the  Troubadours  of  Fpance  and  the  Minnesingers  of 


60  RUTGEES  CELEBRATION 

During  the  song  a  company  of  knights  and  squires  is 
seen  approaching.  Another  ballad  singer  among  them 
is  singing. 

MINSTREL  S0NG3 
(Minnelied) 
Light  roundelays  I'm  singing, 
And  dancing  all  day  long; 
Of  pretty  little  maidens 
Is  all  my  merry  song. 
Thru  distant  hills  I  wander 
Of  maidens  tender  singing 
To  many  a  list'ning  throng. 

The  sprightly  maids  of  Frankland 

Are  always  fresh  and  gay, 

They  laugh  and  look  so  sweetly. 

They  steal  my  heart  away. 

I  watch  their  fingers  flying 

As  swift  their  thread  they're  plying; 

I'd  learn  to  spin  aU  day. 

The  lovely  maids  of  Suabia 
Ah!  bright  their  golden  hair; 
And  busy  sit  they  spinning. 
The  maidens  over  there; 
With  flaxen  locks  entwining 
Within  the  meshes  shining 
Thy  soul  they  will  ensnare. 

The  maidens  of  the  Rhineland 
Of  all  the  fairest  prize, 
Their  lips  so  softly  smiling, 
So  shadowy  sweet  their  eyes. 
The  filmy  silk  wreaths  flinging 
WhUe  low  lovelays  they're  singing 
In  love-lore  wondrous  wise. 

During  the  music,  the  knights  and  squires  form  a 
tableau  illustrating  the  secular  learning  of  the  Middle 
Ages  as  embodied  in  chivalry.  Its  chief  principle  was 
honor.    This  was  taught  by  the  knight  to  his  squire  and 

Grermany.  The  accompaniment,  supplied  by  Mr.  Granville  Bantock,  is 
modem. 

"When  the  Nightingale  Shall  Sing"  is  an  early  manuscript  (1180-90) 
to  be  found  in  the  Paris  National  Library.  The  composition  of  the  words 
and  music  is  ascribed  to  a  French  knight  and  troubadour,  the  Chatelain 
de  Coucy,  who  lived  towards  the  end  of  the  twelfth  century.  The  transla- 
tion is  from  Burney  's  '  *  History  of  Music. ' '    Sung  by  Mr.  Eric  V.  Goodwin. 

3  The  Minstrel  Song  is  a  strolling  ballad  monger 's  song,  dating  from  the 
early  fifteenth  century.    Sung  by  Prof.  Harry  N.  Lendall. 


J 


PEIDAY,  OCTOBEB  THIRTEENTH  61 

pages.  Added  to  this  were  reading  and  writing,  chess 
playing,  playing  the  lute,  singing  and  making  verses,  the 
rules  and  usages  of  courtesy,  the  use  of  arms  in  war  and 
peace,  the  tournament,  and  management  of  large  and 
small  bodies  of  men. 

As  the  tableau  is  formed,  the  sound  of  church  bells  is 
heard  followed  by  the  notes  of  an  organ. 

A  company  of  monks,  symbolizing  Theology,  which  was 
the  keynote  of  the  entire  life  and  thought  of  the  Middle 
Ages,  approaches.  As  they  reach  the  pageant  stage,  the 
knights  and  squires  kneel  as  if  to  receive  their  blessing. 

THE  LAY  OF  THE  LAST  MINSTREI^-SIR  WALTER  SCOTT 
Canto  Sixth 
XXX 
And  slow  up  the  dim  aisle  afar, 
With  sable  cowl  and  scapular, 
And  snow-white  stoles,  in  order  due, 
The  holy  fathers,  two  and  two. 

In  long  procession  came; 
Taper  and  host  and  book  they  bare, 
And  holy  banner,  flourished  fair 

With  the  Redeemer's  name. 
Above  the  prostrate  pilgrim  band 
The  mitred  abbot  stretched  his  hand, 

And  blessed  them  as  they  kneeled; 
With  holy  cross  he  signed  them  all, 
And  prayed  they  might  be  sage  in  hall 

And  fortunate  in  field. 
Then  mass  was  swag  and  prayers  were  said. 
And  solemn  requiem  for  the  dead; 
And  bells  tolled  out  their  mighty  peal 
For  the  departed  spirit's  weal; 
And  ever  in  the  office  close 
The  hymn  of  intercession  rose; 
And  far  the  echoing  aisles  prolong 
The  awful  burden  of  the  song, 

DIES  IRAE  DIES  ILLA, 

SOL  VET  SAECLUM  IN  FAVILLA, 
While  the  pealing  organ  rung. 
Thus  the  holy  fathers  sung. 

The  monks  advance  as  if  down  the  aisle  of  a  church, 
and,  taking  their  places  in  the  choir,  sing  the  "Dies  Irae," 
perhaps  the  most  famous  and  characteristic  chant  of  the 
period. 


62 


RUTGERS  CELEBRATION 


Dies  irae,  dies  ilia 
Solvet  saeclum  in  favilla 
Teste  David  cum  Sibylla 
Quantus  tremor  est  futurus, 
Quando  iudex  est  venturus 
Cuncta  stricte  discussurus. 
Tuba  mirum  spargens  sonum 
P«r  sepulchra  regionum 
Coget  omnes  ante  thronum. 
Mors  stupebit  et  natura 
Cum  resurget  creatura 
ludicanti  responsura. 
Liber  scriptus  proferetur, 
In  quo  totum  continetur, 
Unde  mundus  iudicetur. 
Iudex  ergo  cum  sedebit, 
Quidquid  latet  apparebit, 
Nil  inultum  remanebit. 
Quid  sum  miser  tune  dicturus? 
Quem  patronum  rogaturus, 
Cimi  vix  iustus  sit  seCurus? 
Rex  tremendae  majestatis, 
Qui  salvandos  salvas  gratis, 
Salva  me,  fons  pietatis! 
Recordare,  lesu  pie. 
Quod  sum  causa  tuae  viae, 
Ne  me  perdas  iUa  die! 
Quaerens  me  sedisti  lassus; 
Redemisti  crucem  passus; 
Tantus  labor  non  sit  cassus! 
lustae  iudex  ultionis, 
Donum  fac  remissionis, 
Ante  diem  rationis! 
Ingemisco  tanquam  reus. 
Culpa  rubet  vultus  mens; 
Supplicanti  parce,  Deus! 
Qui  Mariam  absolvisti, 
Et  latronem  exaudisti, 
Mihi  quoque  spem  dedisti. 


DIES  IRAE* 

Day  of  wrath  1  O  day  of  mourning! 
See  fulfilled  the  prophets'  warning — 
Heaven  and  earth  in  ashes  burning! 
Oh,  what  fear  man's  bosom  rendeth, 
When  from  heaven  the  Judge  descendeth, 
On  whose  sentence  all  dependeth! 
Wondrous  soimd  the  trumpet  flingeth, 
Through  earth's  sepulchres  it  ringeth. 
All  before  the  throne  it  bringeth. 
Death  is  struck,  and  nature  quaking. 
All  creation  is  awaking, 
To  its  Judge  an  answer  making. 
Lo!  the  book  exactly  worded, 
Wherein  all  hath  been  recorded; 
Thence  shall  judgment  be  awarded. 
When  the  Judge  his  seat  attaineth, 
And  each  hidden  deed  arraigneth, 
Nothing  unavenged  remaineth. 
What  shall  I,  frail  man,  be  pleading? 
Who  for  me  be  interceding. 
When  the  just  are  mercy  needing? 
King  of  majesty  tremendous, 
Who  dost  free  salvation  send  us, 
Fount  of  pity  then  befriend  us. 
Think,  good  Jesu!  my  salvation 
Caused  Thy  wondrous  Incarnation; 
Leave  me  not  to  reprobation. 
Faint  and  weary  Thou  hast  sought  me. 
On  the  cross  of  suffering  bought  me: 
Shall  such  grace  be  vainly  brought  me? 
Righteous  Judge  of  retribution 
Grant  thy  gift  of  absolution, 
Ere  that  reckoning-day's  conclusion. 

Guilty,  now  I  pour  my  moaning, 
All  my  shame  with  anguish  owning; 
Spare,  O  God,  Thy  suppliant  groaning. 
Thou  the  sinful  woman  savedst; 
Thou  the  dying  thief  forgavest; 
And  to  me  a  hope  vouchsafest. 


*  The  chant  simg  by  the  monks  is  the  ancient  plain  song,  *  *  Dies  irae, 
dies  iUa,"  written  in  the  13th  century,  both  the  words  and  music  being 
attributed  to  Thomas  of  Celano.  On  certain  festivals  the  liturgy  of  the 
early  church  contained  the  sequentia,  a  species  of  hymn  of  which  a  great 
many  examples  were  once  in  existence,  though  only  a  few,  including  the 
"Dies  Irae,"  now  remain.  The  free  translation  by  W.  J.  Irons  shows  the 
present  listener  how  well  the  philosophy  of  the  Middle  Ages  is  summed  up 
by  this  old  sequentia. 


FRIDAY,  OCTOBER  THIRTEENTH 


63 


Preces  meae  non  sunt  dignae, 
Sed  tu  bonus  fac  benigne, 
Ne  perenni  cremer  igne! 
Inter  oves  locum  praesta, 
Et  ab  haedis  me  sequestra, 
Statuens  in  parte  dextral 
Confutatis  maledictis, 
Flammis  acribus  addictis, 
Voca  me  cum  benedictis! 
Ore  supplez  et  acclinis, 
Cor  contritum  quasi  cinis, 
Gere  curam  mei  finis! 
Lacrimosa  dies  ilia, 
Qua  resurget  ex  favilla, 
ludicandus  homo  reus. 
Huic  ergo  parce,  Deus. 
Pie  lesu  Domine, 
Dona  eis  requiem. 


Worthless  are  my  prayers  and  sighing. 
Yet,  good  Lord,  in  grace  complying, 
Rescue  me  from  fires  undying. 
With  Thy  favor 'd  sheep  O  place  me, 
Nor  among  the  goats  abase  me. 
But  to  Thy  right  hand  upraise  me. 
While  the  wicked  are  confounded, 
Doom'd  to  flames  of  woe  imbounded. 
Call  me  with  Thy  Saints  surrounded. 
Low  I  kneel,  with  heart-submission. 
See,  like  ashes,  my  contrition; 
Help  me  in  my  last  condition. 
Ah!  that  day  of  tears  and  mourning! 
From  the  dust  of  earth  returning 
Man  for  judgment  must  prepare  him! 
Spare,  O  God,  in  mercy  spare  him! 
Lord  all  pitying,  Jesu  Blest, 
Grant  them  Thine  eternal  rest. 


At  the  close  of  the  singing,  the  monks  leave  the  stage, 
the  knights  disperse,  and  only  the  figures  of  the  Liberal 
Arts  are  left,  a  final  reminder  of  the  limited  extent  of 
the  learning  of  the  Middle  Ages  from  which  the  great 
universities  of  Europe  derived  their  beginnings.  From 
this  life  and  thought  of  the  twelfth  to  the  fifteenth  cen- 
turies sprang  such  universities  as  Oxford  and  Cambridge, 
Bologna  and  Padua,  Prague  and  Heidelberg,  Paris  and 
Salamanca,  Leyden  and  Utrecht,  and  from  these  in  turn 
our  own  early  colleges  are  descended. 

The  prolog  closes  with  the  withdrawal  of  these  figures. 


Episode  I 

English  and  Dutch 

1730 

CAST 
Inhabitants  or  New  Brunswick  (English) 
Mrs.  Albert  C.  de  Regt  Mr.  G.  Harold  Buttler 

Miss  Helen  Deshler  Rev.  Edward  W.  Hall 

Mrs.  Henry  G.  Parker  Mr.  D.  M.  Vail  Bonports 

Mrs.  Frank  K.  Runyon  Mr.  Frank  B.  Merritt 

Mrs.  William  V.  B.  Van  Dyck  Prof.  Charles  H.  Whitman 

Mrs.  Helen  Yamell 

Children:    Ruth  Yarnell,  Leonard  Lipman 
Ferrymen 
Mr.  Alfred  M.  Hickman  Mr.  C.  Elwood  Reese 


«4  EUTGERS  CELEBRATION 

Dutch  Settlers 
Mrs.  Charles  H.  Hart  Miss  Edna  Garretson 

Mrs.  Alvah  T.  Jordan  Miss  L.  Elizabeth  Wilber 

Mrs.  Frederick  C.  Minkler  Mr.  William  G.  Bearman 

Mrs.  Albert  L.  Wycoflf  Mr.  Ernest  T.  Dewald 

Miss  Alice  Barbour  Prof.  Harry  N.  Lendall 

Miss  Helen  Cathcart 

Children:    Rhoda  Minkler,  Daniel  Lipman,  Edward  Lipman 

From  early  times  a  considerable  proportion  of  the  citi- 
zens of  New  Brunswick  have  been  of  Dutch  ancestry. 
There  is  no  record  of  the  arrival  of  any  large  number  of 
Dutch  settlers  at  any  one  time  but  there  is  reason 
to  believe  that  some  of  them  came  here  from  Albany 
about  1730.  It  is  upon  such  a  supposition  that  the  action 
of  the  episode  is  based. 

New  Brunswick  had  been  settled  long  before  1730,  in 
fact  Cornelius  Longfield  and  John  Inian  had  settled  here 
in  1681.  The  earlier  settlers  all  seem  to  have  been 
English. 

In  the  scene  represented  a  number  of  the  inhabitants 
of  the  town  (New  Brunswick  was  granted  a  city  charter 
December  19, 1730)  are  seen  about  their  daily  tasks.  On 
the  opposite  side  of  the  water,  which  in  this  scene  corre- 
sponds to  the  Earitan  Eiver,  a  number  of  Dutch  settlers 
appear.  They  call  for  the  ferry  which  goes  across  to 
meet  them.*^    As  they  await  its  coming  they  are  heard 

5  Two  Indian  trails,  converging  and  crossing  the  river  at  what  was 
known  as  the  Falls,  are  responsible  for  the  first  streets  of  New  Brunswick. 
One  ran  north  and  south.  It  was  the  Minnisink  Path,  which  became 
Burnet  Street.  The  other  ran  east  and  west  from  the  Kills  to  the  Falls 
of  the  Delaware  at  Trenton.  This  became  French  Street,  taking  its  name 
from  Philip  French,  who  owned  the  land  on  both  sides  of  it.  Some  time 
after  1741  the  name  was  changed  to  Albany  Street  by  reason  of  purchases 
along  it  made  by  settlers  from  Albany,  N.  Y. 

The  Indian  ford  was  possible  only  at  low  tide  and  when  there  were  no 
freshets.  To  facilitate  the  crossing  of  the  river,  John  Inian,  one  of  the 
first  settlers  of  the  region,  established  a  ferry  in  1686.  From  it  the  town 
derived  its  early  name  of  " Inian 's  Ferry."  Inian  opened  the  roads,  be- 
came the  first  sheriff  of  Somerset  County,  and  was  a  member  of  Governor 
Hamilton's  Council,  1695  to  1698. 

In  facing  the  pageant  stage  the  spectator  should  imagine  that  he  is  look- 
ing down  Albany  Street  toward  the  river,  the  road  along  the  back  of  the 
stage  corresponding  to  Burnet  Street. 


Pageant,  Episode  1:      THE  FATTED  CALF  BEFORE 
THE  ARRIVAL  OF  THE  DUTCH 


FRIDAY,  OCTOBER  THIRTEENTH  «5 

singing  the  twenty-seventh  Psahn  in  its  old  Dutch  set- 
ting.® 

PSALM  XXVII 
Whom  should  I  fear,  since  God  to  me 
Is  saving  Health  and  glorious  Light; 
He  is  my  strength  against  my  Foes 
What  dangers  can  my  soul  affright? 

With  fierce  Intent  my  Flesh  to  tear. 
When  cruel  Foes  beset  me  round, 
They  stumbled  and  their  haughty  crests, 
With  sudden  Ruin,  struck  the  ground. 

Henceforth  to  dwell  within  His  House, 
My  heart's  Desires  shall  ever  be; 
To  know  His  will  I'll  there  resort. 
The  beauty  of  the  Lord  to  see. 

My  himible  Heart  on  God  depends, 
And  dares  with, mighty  Hosts  to  cope; 
Since  He's  my  help,  in  doubtful  War, 
For  certain  conquest  I  will  hope. 

For  there  alone  my  Soul  shall  find 
Sweet  Rest  in  time  of  deep  distress, 
And  safe  as  on  a  rock,  with  joy, 
Abide  in  that  secure  Recess. 

Whilst  God,  by  His  Almighty  pow'r, 
My  head  o'er  all  my  Foes  shall  raise, 
My  soul  Thank  offerings  shall  make, 
And  sing  before  Him  Songs  of  Praise. 

The  English  go  down  to  the  shore  to  meet  them  and 
as  they  return  to  the  stage,  both  English  and  Dutch  are 
singing.  The  settlers  are  welcomed  to  New  Brunswick 
and  land  is  pointed  out  to  them  on  which  to  build.  They 
are  then  led  off,  as  if  to  their  homes,  by  the  English 
villagers."^ 

«  The  chant  of  the  Dutch  settlers  was  taken  from  a  service  book  pub- 
lished in  New  York  in  1767,  containing  English  translations  of  the  Psalms 
set  to  music,  as  used  in  the  Reformed  Dutch  church.  Before  this  transla- 
tion was  made,  about  1730,  the  time  represented  by  the  action,  the  Dutch 
language  was  still  used,  the  same  music  being  employed. 

The  tune  of  St.  Anne  was  written  by  a  "Mr.  Denby"  and  published  in 
Barber's  Psalm  Tunes,  in  1687.  Note  the  general  similarity  between  this 
and  the  Dutch  Psalm  tune. 

T  There  is  a  description  of  New  Brunswick  which  includes  a  reference 
to  the  Dutch  settlers  in  the  diary  of  Prof.  Peter  Kalm,  the  Swedish  botanist 
and  traveler.  He  writes:  "October  29,  1748  at  noon  we  arrived  at  New 
Brunswick.     The  town  extends  north  and  south  along  the  river.     Such 


66  BUTGERS  CELEBRATION 

Episode  II 

The  Charter 

1766 

Governor  Franklin  of  the  Province  of  New  Jersey  Grants 

a  Royal  Charter  to  Queen 's  College 

CAST 
GovEKNOR  Franklin: 8    Mr.  Alan  H.  Strong 
Members  op  the  Councii/ 
Prof.  Arthur  J.  Farley  Prof.  Stuart  A.  Stephenson,  Jr. 

Mr.  Ambrose  Hardenbergh  Mr.  Charles  S.  Van  Nuis 

Mr.  J.  Bayard  Kirkpatrick  Mr.  Douwe  D.  Williamson 

Mr.  Robert  W.  Searle 

Petitioners 
Eev.  Edward  P.  Johnson  Mr.  Mayne  S.  Mason 

Prof.  Albert  R.  Johnson  Prof.  Richard  Morris 

Prof.  John  H.  Logan  Mr.  J.  Claude  Thomson 

While  neither  the  original  charter  of  Queen's  College, 
nor  any  copy  of  it,  is  known  to  be  in  existence,  it  is 
known  that  it  was  granted  on  November  10,  1766,  in  the 
name  of  King  George  the  Third  by  His  Excellency  Will- 
iam Franklin,  Governor  of  the  Province  of  New  Jersey. 

houses  as  consist  of  both  wood  and  brick  have  only  the  walls  towards  the 
street  of  brick,  all  the  other  sides  being  merely  planks.  Before  each  door 
there  was  an  elevation  to  which  you  ascend  by  some  steps  from  the  street. 
It  resembles  a  small  balcony  and  had  some  benches  on  both  sides,  on  which 
the  people  sat  in  the  evening  in  order  to  enjoy  the  fresh  air  and  to  have 
the  pleasure  of  viewing  those  who  passed  by.  The  town  has  only  one 
street  lengthways  and  at  the  northern  extremity  there  is  a  street  across. 
Both  of  these  are  of  considerable  length.  One  of  the  streets  is  almost 
entirely  inhabited  by  Dutchmen  who  came  here  from  Albany,  and  for  that 
reason  called  it  Albany  Street." 

8  Governor  Franklin,  natural  son  of  Benjamin  Franklin,  was  the  last 
Colonial  governor  of  New  Jersey,  1763-1776.  He  was  a  strong  Loyalist 
and  of  his  council  six  were  termed  Loyalists  as  well.  They  were  David 
Ogden,  Charles  Reid,  John  Ladd,  James  Parker,  John  Smyth,  and  Frederick 
Smyth.  Five  were  Patriots:  Lord  Stirling,  afterward  one  of  Washington's 
generals;  John  Stevens,  whose  steamboat,  the  Phoenix,  was  just  a  few 
weeks  behind  Fulton's  in  being  launched,  and  so  lost  the  exclusive  rights 
to  New  York  state  waters  granted  to  Fulton;  and  Peter  Kemble,  who  pre- 
sided in  the  absence  of  the  governor.  He  lived  in  New  Brunswick,  and 
another  Peter  Kemble,  his  nephew,  was  in  the  first  class  in  Queen's  College. 
Samuel  Woodruffe  was  also  a  Patriot  as  was  Richard  Stockton,  of  Prince- 
ton, who  succeeded  him  in  office  on  November  15,  1769.  This  Richard 
Stockton  was  a  signer  of  the  Declaration  of  Independence. 


FRIDAY,  OCTOBER  THIRTEENTH  67 

The  scene  of  the  episode  is  the  meeting  of  the  Council  of 
the  Province  at  which  the  charter  was  granted.® 

To  the  strains  of  *'Eule  Britannia,"  Governor  Frank- 
lin and  his  Council  are  seen  approaching.  As  they  as- 
semble, a  group  of  Petitioners,  clergymen  and  laymen 
of  New  Brunswick  and  other  parts  of  the  Colonies,  ap- 
proach. To  them  is  handed  the  Royal  Charter  under 
which  Queen's  College  was  established.  At  the  sound  of 
music  all  rise  and  **God  Save  the  King"  is  sung.^® 

GOD  SAVE  THE  KING 
God  save  our  Lord,  the  Eang, 
Long  live  our  noble  King, 
God  save  the  King. 
Send  him  victorious, 
Happy  and  glorious, 
Long  to  reign  over  us; 
God  save  the  King. 

O  Lord,  our  God,  arise, 
Scatter  his  enemies, 
And  make  them  fall  I 
Confound  their  politics, 
Frustrate  their  knavish  tricks, 
On  Thee  our  hopes  we  fix, 
God  save  us  all. 

Thy  choicest  gifts  in  store, 
On  him  bo  pleased  to  pour. 
Long  may  he  reign! 
May  he  defend  our  laws. 
And  ever  give  us  cause 
To  sing  with  heart  and  voice, 
God  save  the  King. 

At  the  conclusion  of  the  singing  the  meeting  breaks  up 

»  While  the  first  charter  of  the  College  is  unfortunately  missing,  there  is 
preserved  the  rough  draft  of  a  petition  of  the  Trustees  for  a  change  in  it. 
It  was  perhaps  due  to  this  petition  that  the  second  charter  was  granted  in 
1770. 

The  name  Queen's  College,  as  fixed  by  the  charter,  was  undoubtedly 
selected  by  Governor  Franklin  as  a  compliment  to  the  Consort  of  King 
Greorge  III,  Charlotte  of  Mecklenburgh-Strelitz.  She  became  queen  Sep- 
tember 8,  1761,  and  was  evidently  a  capable  as  well  as  a  beautiful  woman. 

10  The  two  English  national  songs  used  were  written  about  the  same 
time,  "Rule  Britannia"  by  Dr.  Ame  in  1740  and  "God  Save  the  King," 
ascribed  to  Henry  Carey,  in  1743. 


68  RUTGERS  CELEBRATION 

with  mutual  congratulations  and  hearty  wishes  for  the 
success  of  the  new  college.^ ^ 

11  The  Dutch  dominies  evidently  understood  the  text  "Be  ye  wise  as 
serpents,"  when  they  made  up  the  list  of  petitioners  for  a  charter  for 
Queen's  College.  These  petitioners  were  among  the  most  prominent  men 
in  the  Province.  Peter  Hassenclever,  Colonel  Theimis  Dey,  Captain  Kuyper, 
and  Hendriek  Fisher  were  men  of  wiealth  or  of  official  position  or  business 
prominence.  Van  Metern  was  a  great  land  holder  in  Salem  County,  owning 
about  6,000  acres.  William  Ouke  was  mayor  of  New  Brunswick,  1763  to 
1779.  Dr.  John  Cochran  was  Surgeon  General  during  the  Revolution  and 
familiarly  called  "Dear  Bones"  by  Washington.  Rev.  Ab"'  Beach,  an 
Episcopal  minister  of  this  city,  was  later  an  assistant  at  Trinity  Church, 
New  York.  Johannes  Johnson  was  mayor  of  New  York  and  Ab"*  Lott  was 
a  treasurer  of  the  Colony.  The  latter  at  one  time  lived  in  the  neighbor- 
hood of  Morristown,  and  Mrs.  Washington  visited  with  the  Lotts  while 
the  General  was  in  camp  near  their  home. 

The  following  is  a  copy  of  a  rough  draft  of  the  petition  for  a  change 
in  the  first  charter.  Restorations  of  parts  missing  from  the  torn  original 
are  inclosed  in  brackets,  []. 

the  petition  of  the  trustees  of  qu[ens]  Colige  of  new  Jersy — 
most  humly  shewet. 
that  by  a  former  petition,  &  adres  to  your  Ex''  &  honers.  thay  most  sinsably 
exprest  thare  greadf oul  sentements  of  the  destinquig  favour  grantet  by  the 
Royle  Charter  for  ERecting  a  simenery  of  larning  by  the  nam  of  Quens 
Colige  of  new  Jersy — by  which  favours,  your  Ex^  &  Honers  disCovert — 
a  most  tender  and  imparsioll  Regrardt  for  the  good  of  all  mankined  in 
ginarle  &  for  Removing  those  Devickletis  the  duch  in  thise  parts  laybert 
onder  of  sending  thar  Jouth  to  holland  to  be  adecaytet  for  the  Cosspel 
ministry  in  pertikoler.  by  which  generis  a  Disposotion  th[a]y  whare  in- 
Coritge  to  supleCad[e  for  th]e  alteration  of  Carten  Classis,  in  sad  Chart [er 
whi]ch  thay  aperhandit  woult  (if  not  alteret)  be  pre[judi]tial  to  the 
progras   of   s*  intetewion — 

and  that  as  your  Ex^  &  honers  did  not  thinck  proper  at  that  time  to  grant 
thare  Request — 

wee  your  Hum'  petitionars,  are  onder  this  disagreable  need  sesity  to  truble 
your  Ex'  &  honers  agin  at  this  time  weth  our  most  persing  suppleCation. 
wee  Can  now  from  sad  Expieren  ashour  your  Ex'  &  honers.  that  weth  out 
those  alterations  wee  have  the  greatist  Reson  to  vear  that  this  inteteuion 
tho  Ever  so  wise  &  Cearf ouly  planet  Can  never  with  Credit  &  Repewtaion 
be  Caret  in  to  Execution  or  answer  the  good  pu[rp]ose8  intendit  thareby 
your  Ex'  &  honer  will  be  sinable  that  the  funds  nesysary  for  Erecting  & 
suporting  [the  sa]d  instetewtion  will  prinsably  depend  upon  the  [lijverle 
doanation  from  the  duch  inhabetens  of  our  nabring  provensis  as  well  as 
of  this  Collony — 

and  wee  have  to  much  Reson  to  suspect  that  Chanel  ever  to  open  onles  those 
imbarrisens  are  Removet  aspasiely  that  alarming  thestinction  between 
Resydens  &  non  Resydens  of  this  Collony.  wee  have  from  time  to  time 
apintet  meetings  of  the  trosteas.  But  have  not  bin  able  even  to  form  a 
bourt  Except  the  last  &  then  not  a  suvitiont  no'  of  layman  to  Elect  other 
trusteas  in  the  Room  of  such  as  have  then  Resingnet  or  Revuse  to  quallivy — 
and  that  the  prinsable  Beeson  wy  som  Revuse  to  qualyfy  &  others  in- 


FRIDAY,  OCTOBER  THIRTEENTH  69 

Episode  III 

Patriotism  of  City  and  College 

1776 

The  Beading  of  the  Declaration  of  Independence 

in  New  Brunswick 

CAST 
Col.  John  Neilson:    Mr.  Robert  Hude  Neilson  (d) 
Rider:    Mr.  Russell  E.  Watson 
Citizens  of  New  Britnswick 
(Descendants  of  Colonial  citizens  are  marked  **d") 
Mrs.  Charles  H.  Bonney  (d)  Miss  Marie  Cowenhoven  (d) 

Mrs.  Oliver  Davidson  (d)  Miss  Helen  Janeway  (d) 

Mrs.  Edward  W.  Hall  (d)  Miss  Helen  Janeway,  Jr.  (d) 

Mrs.  J.  Bayard  Kirkpatrick  (d)  Miss  Katherine  Janeway  (d) 

Mrs.  Jacob  G.  Lipman  Miss  Adelaide  Parker  (d) 

Mrs.  George  W.  C.  McCarter  (d)        Miss  Catherine  H.  Sehneeweiss  (d) 
Mrs.  John  H.  Raven  (d)  Miss  Julia  Wells 

Mrs.  Alan  H.  Strong  (d)  Miss  Helen  Williamson  (d) 

Mrs.  Mott  Bedell  Vail  (d)  Miss  Julia  Williamson  (d) 

Mrs.  William  H.  Waldron  (d)  Mr.  George  V.  N.  Baldwin,  Jr.  (d) 

Miss  Elizabeth  Rutgers  Baldwin  (d)  Prof.  Arthur  J.  Farley 
Miss  Margaret  Bayard  Baldwin  (d)    Mr.  Ambrose  Hardenbergh  (d) 
Miss  Sarah  Clark  (d)  Mr.  J.  Bayard  Kirkpatrick  (d) 

Children:   Annie  Chamberlain,  Mary  Chamberlain,  Ethel  Schlosser 
Asher  Atkinson,  William  Atkinson,  Leonard  Lipman 
Fms  AND  Drum  Corps 
Robert  O.  Bowlby  Kenneth  C.  Hand 

William  D.  Burch,  Jr.  Robert  V.  E,  Martin 

Chester  C.  Cubberley  Graham  Pelton 

Harold  W.  Faint  John  K.  Powell 

Militia 
Captain:    Capt.  Shelby  Carl  Leasure 
Lieutenant:    Francis  J.  Scarr 
Lauren  S.  Archibald  Herbert  C.  Koehler 

Everett  B.  Bleecker  Perry  M.  Moore 

Joseph  Breckley  Henry  R.  Perkins 

Frank  L.  Clayton  Alfred  P.  Skinner 

Willis  P.  Duruz  Joseph  H.  Sprague,  Jr. 

Norman  K.  Eypper  M.  Joseph  Truscott 

Isidor  B.  Glucksman  Pierre  Van  Dyck 

Earl  S.  Harris 


[Cli]neable  to  Resine  &  so  very  bakward  in  ate[nding]  are  those  Restric- 
tions Complaind  o[f]  in  our  former  petion 

wee  thare  four  in  behalf  of  that  loydable  &  most  promising  instetewtion. 
do  a  most  Emestly  desyre  &  pray  that  your  Ex'  &  honers  will  be  pleeset 
to  take  this  very  salm  afayr  in  to  your  most  searis  Consetheration  ft  to 
grant  such  Releve  &  asisten  thearin  as  to  you  in  your  gread  wisdom  shall 
seeme  meet — and  wee  as  in  dewty  bound  shaU  Ever  pray  singd  by  order 
of  the  trusteas 
Conviend 

at  hakinsake  the  4^ 
of  Octob'  1769 


70  RUTGERS  CELEBRATION 

While  the  exact  date  on  which  the  Declaration  of  Inde- 
pendence was  read  in  New  Brunswick  is  not  known,  the 
manner  of  its  reading  and  its  reception  by  the  citizens  is 
recorded.  It  was  read  by  Colonel  John  Neilson  from  the 
top  of  a  table  brought  out  of  a  house  on  Albany  Street. 
It  is  on  this  information  that  the  action  of  the  episode 
is  based.^^ 

Citizens  of  New  Brunswick  pass  to  and  fro.  The  sound 
of  fife  and  drum^^  is  heard  from  a  direction  correspond- 
ing to  Burnet  Street.  A  company  of  Colonial  militia  ap- 
proach, Colonel  John  Neilson  at  their  head."  As  they 
reach  the  center  of  the  stage,  they  disband  and  mingle 
with  the  townspeople.  A  rider  is  heard  approaching 
from  the  Princeton  road.    He  rides  to  the  center  of  the 

12  Force's  Archives  tell  us  that  the  Declaration  of  Independence  was 
read  in  the  State  House  in  Philadelphia  on  the  8th  of  July,  at  Trenton, 
N.  J.,  the  same  day,  and  in  Nassau  Hall  at  Princeton  on  the  evening  of 
July  the  9th.  From  other  sources  we  learn  that  it  was  read  by  Col.  John 
Neilson  in  New  Brunswick,  from  the  top  of  a  table  or  barrel  brought  out 
of  the  house  of  his  brother  officer,  Moses  Scott,  M.D.,  surgeon  of  the  same 
regiment  which  Col.  NeUson  commanded.  Lieut.  Col.  Azariah  Dunham, 
Major  John  Duychinck,  and  Major  John  Taylor  were  also  officers  in  this 
regiment.  So  too  was  John  Van  Emburgh.  As  the  militia  were  engaged 
watching  the  British  along  Newark  Bay  and  the  Kills  from  Amboy  to 
Elizabethtown  and  Powles  Hook  until  the  20th  of  July,  when  they  were 
allowed  to  go  home  to  gather  the  harvest,  the  reading  was  probably  at  or 
about  that  date.  This  may  account  for  the  absence  of  a  note  in  Force's 
Archives  as  to  its  reading.  Some  opposition  was  expected,  but  none  de- 
veloped. On  the  contrary,  it  was  well  received.  The  pageant  deviates  to 
some  degree  from  historical  accuracy  in  the  interest  of  the  action. 

13  The  music  played  by  the  fife  and  drum  corps  as  the  militia  appear  is 
called  * '  The  Federal  March. ' '  This  was  probably  first  published  in  Boston 
in  1780  or  1790,  but  was  played  considerably  before  this  time. 

1*  The  first  company  raised  in  New  Brunswick  was  a  company  of  minute 
men.  Their  standing,  equipment,  organization,  and  employment  were  not 
satisfactory,  and  Colonel  Neilson  asked  that  they  might  be  put  on  a  better 
footing.  Col.  Neilson  was  first  the  Colonel  of  the  Mintite  Men  and  after- 
ward Colonel  of  the  2d  Regiment,  Middlesex  Foot  Militia.  The  officers 
who  were  associated  with  Col.  Neilson — whether  under  the  first  or  second  or- 
ganization it  is  difficult  to  say — were  Lieut.  Col.  Azariah  Dunham,  Major 
John  Duychinck,  Lieut.  Col.  Richard  Lott,  Major  John  Taylor,  Major  John 
Van  Emburgh,  Surgeon  Moses  Scott,  and  Lieut.  Jas.  Schureman. 

In  later  days,  1824,  when  LaFayette  passed  through  New  Brunswick  his 
escort  consisted  of  the  first  squadron  of  Horse  Artillery,  Major  Van  Dyke 
commanding,  the  New  Brunswick  Artillery  Company,  in  which  Jas.  Neilson 
was  an  officer,  and  the  City  Guards. 


FRIDAY,  OCTOBER  THIRTEENTH  71 

stage,  dismounts  and  asks  for  the  Colonel.  He  is  directed 
to  him  and  hands  him  a  paper.  A  table  is  brought  and, 
mounting  upon  it,  Colonel  Neilson  reads  the  Declaration 
of  Independence  to  the  citizens  and  soldiers. 

THE  DECLARATION  OP  INDEPENDENCE 
A  declaration  by  the  representatives  of  the  United  States  of  America,  in 
Congress  assembled. 

When  in  the  course  of  human  events,  it  becomes  necessary  for  one  people 
to  dissolve  the  political  bands  which  have  connected  them  with  another, 
and  to  assume  among  the  powers  of  the  earth  the  separate  and  equal  station 
to  which  the  laws  of  nature  and  of  nature's  God  entitle  them,  a  decent 
respect  to  the  opinions  of  mankind  requires  that  they  should  declare  the 
causes  which  impel  them  to  the  separation. 

We  hold  these  truths  to  be  self-evident:  that  all  men  are  created  equal; 
that  they  are  endowed  by  their  Creator  with  certain  unalienable  rights; 
that  among  these  are  life,  liberty,  and  the  pursuit  of  happiness;  that,  to 
secure  these  rights,  governments  are  instituted  among  men,  deriving  their 
just  powers  from  the  consent  of  the  governed;  that  whenever  any  form  of 
government  becomes  destructive  of  these  ends,  it  is  the  right  of  the  people 
to  alter  or  to  abolish  it,  and  to  institute  new  government,  laying  its 
foundations  on  such  principles,  and  organizing  its  powers  in  such  form,  as 
to  them  shall  seem  most  likely  to  effect  their  safety  and  happiness.  Pru- 
dence, indeed,  will  dictate  that  governments  long  established  should  not 
be  changed  for  light  and  transient  causes;  and  accordingly,  all  experience 
hath  shown  that  mankind  are  more  disposed  to  suffer,  while  evils  are  suffer- 
able,  than  to  right  themselves  by  abolishing  the  forms  to  which  they  are 
accustomed.  But  when  a  long  train  of  abuses  and  usurpations,  pursuing 
invariably  the  same  object,  evinces  a  design  to  reduce  them  under  absolute 
despotism,  it  is  their  duty,  it  is  their  right,  to  throw  off  such  government, 
and  to  provide  new  guards  for  their  future  security.  Such  has  been  the 
patient  sufferance  of  these  colonies,  and  such  is  now  the  necessity  which 
constrains  them  to  alter  their  former  systems  of  government. 

We,  therefore,  the  representatives  of  the  United  States  of  America,  in 
General  Congress  assembled,  appealing  to  the  Supreme  Judge  of  the  world 
for  the  rectitude  of  our  intentions,  do,  in  the  name  and  by  the  authority 
of  the  good  people  of  these  colonies,  solemnly  publish  and  declare,  that 
these  United  Colonies  are,  and  of  right  ought  to  be,  free  and  independent 
states;  that  they  are  absolved  from  all  allegiance  to  the  British  crown,  and 
that  all  political  connection  between  them  and  the  state  of  Great  Britain 
is,  and  ought  to  be,  totally  dissolved;  and  that  as  free  and  independent 
states,  they  have  full  power  to  levy  war,  conclude  peace,  contract  alliances, 
establish  commerce,  and  to  do  all  other  acts  and  things  which  independent 
states  may  of  right  do. 

And  for  the  support  of  this  declaration,  with  a  firm  reliance  on  the  pro- 
tection of  Divine  Providence,  we  mutually  pledge  to  each  other  our  lives, 
our  fortunes,  and  our  sacred  honor. 

The  reading  is  followed  by  applause.    The  militia  fall 


72  RUTGERS  CELEBRATION 

in  and  to  the  tune  of  "Yankee  Doodle"  the  company 
disperses." 

Episode  IV 

Expansion 

1809 

The  Laying  of  the  Cornerstone  of  Queen's  Building, 

April  27, 1809 

CAST 
President  Condict:    Rev,  John  H.  Raven 

Trustees 
Prof.  Alva  Agee  Prof.  Albert  C.  de  Regt 

Mr.  Asher  Atkinson  Prof.  Charles  Hale 

Prof.  Maurice  A.  Blake  Prof.  Thomas  J.  Headlee 

Mr.  Philip  M.  Brett  Prof.  Harry  R.  Lewis 

Mr.  Holmes  V.  M.  Dennis,  Jr.  Dr.  J.  Percy  Schureman 

(descendant) 
Professors 
Prof.  William  P.  Kelly  Prof.  Alfred  A.  Titsworth 

Mr.  Charles  J.  Scudder 

Students 
Joseph  L.  Chambers  Elmer  W.  Packer 

Donald  H.  Davenport  A.  Leslie  Pfeil 

Harold  B.  Hill  John  W.  Rastall 

R.  Stuart  Jones  H.  Wolcott  Rogers 

George  W.  Ingling  Jaques  M.  Stryker 

Francis  E.  Lyons  Reller  D.  Van  Wagenen 

Frank  P.  Merritt  Arthur  J.  Wirth 

Ross  H.  Miner 

Citizens  of  New  Brunswick 
Mrs.  Asher  Atkinson  Miss  Julia  Bogart 

Mrs.  Lewis  B.  Chamberlain  Miss  Evelyn  Knox 

Mrs.  Holmes  V.  M.  Dennis,  Jr.  Miss  Maud  Schenck 

Mrs.  George  A.  Osbom  Miss  Helen  E.  Searle 

Mrs.  Eliot  R.  Payson  Miss  Agnes  W.  Storer 

Mrs.  J.  Percy  Schureman  Miss  Elizabeth  Strong 

Mrs.  William  B.  Twiss  Prof.  Frederick  C.  Minkler 

Miss  Louise  Benedict  Dr.  Arthur  L.  Smith 

Miss  Elisabeth  R.  Bevier  Prof.  William  B.  Stone 

The  accounts  of  the  laying  of  the  cornerstone  of  the 
new  building  for  Queen's  College  are  extremely  meager. 

15  The  tune  of  "Yankee  Doodle"  is  played  as  it  probably  sounded  in 
1776.  This  version  is  taken  from  a  selection  of  Scottish,  English,  Irish, 
and  foreign  airs  published  in  Glasgow  about  1775  or  1776. 


FRIDAY,  OCTOBER  THIRTEENTH  73 

The  Trustees  *  minutes  record  the  fact  that  twelve  Trus- 
tees were  present  at  the  meeting  held  on  the  day  that  the 
cornerstone  was  laid.  It  is  also  a  tradition  that  coins 
were  thrown  into  the  mortar  at  the  conclusion  of  the 
ceremony.  Upon  these  minutes  and  this  tradition  the 
action  portrayed  is  based.^® 

A  procession  of  Trustees,  Faculty,  students,  and  citi- 
zens wends  its  way  from  the  city  of  New  Brunswick  to  the 
College  grounds.  Upon  their  arrival  President  Condict 
lays  the  stone  and  the  old  Dutch  hymn,  **"We  Gather  To- 
gether to  Ask  the  Lord's  Blessing,"  is  sung. 

"A  PRAYER  OF  THANKSGIVING" 
We  gather  together  to  ask  the  Lord's  blessing, 
He  chastens  and  hastens  His  will  to  make  known; 
The  wicked  oppressing,  cease  them  from  distressing. 
Sing  praise  to  His  name.  He  forgets  not  His  own. 
Beside  us  to  guide  us,  our  God  with  us  joining, 
Ordaining,  maintaining  His  kingdom  divine. 
So  from  the  beginning  the  fight  we  were  winning; 
Thou,  Lord,  wast  at  our  side, — ^the  glory  be  Thine. 
We  all  do  extol  Thee,  Thou  Leader  in  battle. 
And  pray  that  Thou  still  our  Defender  will  be. 
Let  Thy  congregation  escape  tribulation; 
Thy  name  be  ever  praised — O  Lord,  make  us  free. 

i«  The  laying  of  the  corner  stone  of  the  third  building  in  which  Queen 's 
College  held  its  sessions  took  place  on  April  27,  1809.  There  is,  however, 
no  satisfactory  account  of  the  ceremonies.  Twelve  of  the  Trustees — those 
who  could  readily  be  called  together — held  a  meeting  on  that  day.  It  is 
therefore  quite  possible  to  assume  that  they  had  a  part  in  the  exercises. 
Tradition  says  that  the  President,  Rev.  Ira  Condict,  then  but  45,  laid  the 
stone  with  his  left  hand.  The  other  trustees  were  R«v.  John  M.  Van 
Harlingen,  48;  Rev.  John  Schureman,  31;  three  clergymen  and  nine  lay- 
men: J.  R.  Hardenbergh  Jr.,  John  Neilson,  James  Schureman,  Dr.  Levi 
Dunham,  Rob'  Boggs,  Staats  Van  Duersen,  Dr.  Chas.  Smith,  W.  P.  Deare, 
and  Ab"  Blauvelt.  The  last  named  published  the  city  paper  and  no  doubt 
wrote  an  account  of  the  ceremony,  but  unfortunately  no  paper  of  the  dat« 
can  be  found.  All  were  citizens  of  New  Brunswick.  Of  the  Faculty,  there 
were  present,  Daniel  H.  Condict  and  Robert  Adrain;  and  of  the  city  clergy, 
Rev.  Dr.  John  Croes,  Rector  of  Christ  Church,  who  was  also  a  teacher  in  the 
Preparatory  School,  which  attained  a  high  degree  of  excellence  under  his 
administration.  He  was  later  the  first  Bishop  of  New  Jersey.  The  eighteen 
students,  the  wives  of  the  Trustees  and  Faculty,  and  the  enthusiastic  friends 
of  the  College  must  have  completed  the  company  which  wended  its  way  from 
the  town  to  the  barren  hill  where  "Old  Queen's"  was  to  stand. 

"Old  Queen's"  itself  was  designed  by  John  McComb,  the  architect  of 


74  EUTGERS  CELEBRATION 

At  its  conclusion  there  is  mutual  congratulation,  coins 
are  tossed  into  the  mortar,  and  the  procession  returns 
to  the  city. 

Episode  V 

Social  Life  of  City  and  College 

1840 

A  Ball  at  ''Buccleuch"i7 

CAST 
Colonel  Joseph  W,  Scott:     Mr,  Charles  T.  Cowenhoven,  Jr. 
Mrs.  Richaed  Varick  Dey:     Mrs.  Edward  W.  Hicks 
Guests 
Mrs.  Drury  W.  Cooper  Miss  Laura  B.  Kirkpatrick 

Mrs.  J.  Douglas  Fisher  Rev.  J.  Frederick  Berg 

Mrs.  W.  Edwin  Florance  Mr.  J.  Douglas  Fisher 

Mrs.  John  W.  Mettler  Mr.  John  W.  Mettler 

Mrs.  Walter  R.  Newton  Mr.  Ralph  N.  Perlee 

Mrs.  Ralph  G.  Wright  Mr.  Charles  H.  Reed 

Miss  Catherine  L.  Davidson  Mr.  Henry  P.  Schneeweiss 

Miss  Mary  Gillespie  Mr.  Percy  L.  Van  Nuis 

Guests  Who  Dance 
Miss  Elizabeth  Baldwin  Mr.  Henry  C.  Berg 

Miss  Mary  Baldwin  Mr.  John  S.  DeLamater 

Miss  Margaret  Daly  Mr.  J.  Ralston  Lippincott 

Miss  Ella  Halsted  Mr.  Robert  G.  Test 

Miss  Katherine  Runyon  Mr.  W.  Phillips  Thorp,  Jr. 

Miss  Katherine  Stevenson  Mr.  Pierre  D.  Van  Mater 

Miss  Dorothy  Strong  Mr.  Anson  W.  Voorhees 

Miss  Katherine  Weigel  Mr.  Charles  L.  Walker 

Musicians 
Morris  Breitkopf  John  B.  Van  Arsdale 

Raymond  J.  T.  Swing 

Servants 
Roy  E.  Anderson  Mefford  R.  Runyon 

M.  Harold  Higgins 

The  Colonial  mansion  of  Buccleuch,  built  about  1742, 
has  been  famous  for  its  hospitality.  For  more  than  a 
century  and  a  half  it  was  the  scene  of  notable  events. 
Among  them  was  a  ball  given  in  1840  by  Colonel  J.  W. 

the  New  York  City  Hall.  Clothed  in  its  new  coat  of  white,  it  has  again, 
after  many  years,  assumed  its  rightful  place  among  the  beautifully  pro- 
portioned buildings  of  our  early  American  architecture. 

17  The  history  of  the  Colonial  mansion  of  Buccleuch  begins  with  its  oc- 
cupancy by  Anthony  White,  who  married  Elizabeth  Morris  about  the  same 
time  that  Edw.  AnteU  married  her  sister  Anne.  Both  were  daughters  of 
Gov.   Lewis  Morris.     It  was   about   1742   that   White   built   the   "Whit* 


FRIDAY,  OCTOBER  THIRTEENTH  76 

Scott,  at  which  his  daughter,  Mrs.  Richard  Varick  Dey, 
acted  as  hostess.  Other  New  Brunswick  homes  were 
famous  for  their  entertaimnents,  among  them  the  tem- 
porary residence  of  Baron  Hyde  de  Neuville,  French 
minister  from  1816  to  1822.  A  famous  ball  was  given 
by  him  in  1815  to  which  there  were  issued  two  hundred 
invitations.  We  possess  accounts  of  both  this  and  the 
Buccleuch  ball  and  it  is  upon  the  basis  of  the  social  life 
which  they  suggest  that  the  action  of  this  episode  is 
based. 

As  the  musicians  commence  to  play  the  host  and  hostess 
take  their  places  to  receive  the  guests.  These  arrive  and 
are  welcomed.  A  quadrille  is  formed  and  danced,  after 
which  the  guests  take  their  partners  and  leave  the  stage 
as  if  for  supper.^® 

I.    Le  Pantalon 
The  first  strain,  eight  measures,  played  once  before  the  dance  commences. 
Figure, — The  first  strain  repeated,  the  second  and  third  played  straight 
through  and  Da  Capo  every  time  figure  is  performed. 

Bars 
1st.    The  four  opposites  advance  and  retire  4 

2nd.  Chassez  to  the  right  and  left  4 

3rd.  Set  to  your  partners  4 

4th.   Turn  your  partners  with  both  hands  4 

5th.   Ladies  chain  8 

6th.    Chassez  across,  all  eight  set  and  back  again  8 

The  other  dancers  do  the  same. 


House,"  now  Buccleuch,  and  Antell  built  the  house,  now  called  Ross  Hall, 
almost  directly  opposite  across  the  river.  Shortly  before  the  Revolution 
White  sold  his  house  to  Gen.  Wm.  Burton,  who  had  married  Isabella 
Auchmuty,  daughter  of  the  Rector  of  Trinity  Church,  New  York.  It  was 
confiscated  by  the  Commission  of  Forfeited  Estates  and  sold  in  1783. 
While  held  by  the  Commission  it  was  occupied  briefly  by  George  Janeway 
and  then  by  the  Inniskillen  Dragoons.  Charles  Stewart  was  the  next 
owner;  then  John  Garnett,  who  lived  in  it  23  years,  and  at  his  death  Col. 
Joseph  Scott.  Mr.  Dey,  who  inherited  Buccleuch,  and  with  his  sister  pre- 
sented it  to  the  city  for  a  park,  is  a  descendant  of  Col.  Theunis  Dey,  of 
Bergen  County,  one  of  the  petitioners  for  the  charter  of  Queen's  College 
in  1766. 

The  house  itself  is  a  fine  example  of  the  ' '  Colonial  Architecture ' '  of  New 
Jersey.  Not  as  rich  in  decorative  detail  nor  as  pure  in  design  as  some 
of  its  New  England  contemporaries,  it  is  nevertheless  well  worth  a  visit 
for  the  lover  of  what  was  best  in  the  art  of  our  early  days. 

18  The  directions  for  the  quadrille  as  here  presented  were  taken  from 
"A  Companion  to  the  Ball  Room,"  by  Thos.  Wilson,  published  in  London 
about  1820,  containing  directions  for  all  the  dances  in  vogue  at  the  time. 


76  RUTGERS  CELEBRATION 

II.    L  'Et6 
The  first  strain  played  once  before  the  dance  commences. 

Figure. — The  first  strain  repeated,  second  played  straight  through  and 
Da  Capo  every  time  the  figure  is  performed. 

Bars 

Ist.    The  opposite  lady  and  gentleman  advance  and  retire  4 

2nd.  Turn  your  partners  4 

3rd.  Cross  over,  giving  right  hand  to  the  opposite  lady,  and  set  4 

4th.    Chassez  to  the  right  and  left  4 

5th.   Cross  back  again  to  places,  giving  the  left  hand,  and  set  4 

6th.    Chassez  to  right  and  left  4 
The  other  dancers  do  the  same. 

When  all  couples  have  finished  the  dance,  then  hands  all  around  for  the 
finale,  which  will  take  the  first  strain  once. 

A  ball  at  Buccleuch  which  was  given  in  1840,  and  a  preceding  ball  at 
Baron  Hyde  de  Neuville's  have  been  reviewed  in  a  most  interesting  manner 
by  Miss  Mary  J.  Atkinson  in  a  paper  read  before  the  New  Brunswick 
Historical  Society.  It  is  unfortimate  that  the  limited  space  of  a  program 
does  not  permit  the  reproduction  of  this  article.  It  gives  a  very  clear  in- 
sight into  the  life  of  the  period  and  its  list  of  giiests  contains  numerous 
names  identified  with  New  Brunswick  from  the  earliest  times  and  still 
borne  by  many  of  her  citizens.  This  baU  at  Buccleuch  was  in  costume 
and  a  description  of  it  in  verse  has  come  down  to  us.  Besides  the  account 
of  the  guests  which  this  description  contains  there  is  an  interesting  refer- 
ence to  the  refreshments  of  such  an  occasion. 

"Then  all  did  justice  to  the  fare, 

(Not  fair)  that  with  great  gout  they  swallowed. 

The  oysters  vanished  quickly  there, 

And  many  a  sandwich  followed. 

A  maid  I  was  admiring  there, 

She  seemed  a  nun  just  from  the  cloisters, 

But  she  ate  up  a  plate  (I  swear) 

Of  luscious  pickled  oysters. 

The  grapes  were  gathered  rapidly. 

Almonds  and  jellies  vanished  fast. 

And  one  might  see 

The  mottoes  flee 

Like  leaves  upon  the  blast. 

Thus  ends  my  song — my  pen  is  tired 

With  making  food  for  others'  laughter. 

If  any  more  should  be  required, 

111  give  it  you  hereafter." 

O.  G.  Warren,  New  York,  March  6,  1840. 
As  the  guests  are  assembled  for  the  ball  the  musicians  play  some  of  the 
waltzes  of  Johann  Strauss,  whose  dance  music  had  just  come  into  vogue  at 
this  time.  The  quaint,  old-fashioned  quadrille  used  is  by  Phillipe  Musard 
(bom  in  Paris  1793),  one  of  the  best  French  composers  of  dance  music, 
being  especially  well  known  for  his  quadrilles.  The  dull  title  page  of  this 
composition,  which  was  printed  in  New  York,  reads  "Les  Echos,  Quadrille, 
as  performed  at  the  Assemblies  and  Private  Parties  by  Kammers'  Cele- 
brated Band." 


FRIDAY,  OCTOBER  THIRTEENTH 


77 


Episode  VI 

Patriotism  ReaflSrmed 

1861 

The  Flag  Raising  of  May  13,  1861 

CAST 
Pkksident  FRELiNQHtJTSBN :    Prof.  E.  Livingston  Barbour 

Professors 
Prof.  Edwin  B.  Davis  Prof.  J.  Volney  Lewis 

Mr.  Leigh  W.  Kimball  Prof.  Walter  R.  Newton 

City  Oppicials 
Prof.  Charles  H.  Whitman  Mr.  G.  Harold  Buttler 


Citizens 
Mrs.  Alva  Agee 
Mrs.  J.  Erederie  Berg 
Mrs.  Maurice  A.  Blake 
Mrs.  Thomas  J.  Buckley 
Mrs.  John  S.  Clark 
Mrs.  James  A.  Edgar 
Mrs.  William  P.  Kelly 
Mrs.  W.  Johnson  Kenyon 
Mrs.  Harry  R.  Lewis 
Mrs.  John  W.  Mettler 
Mrs.  Frank  R.  Pratt 
Mrs.  J.  Preston  Searle 
Mrs.  L.  Kirkpatrick  Smith 
Mrs.  Charles  W.  Stevens 
Mrs.  Grerard  Swope 
Mrs.  Clarence  Ward 

Children:   Ruth  Berg,  Margaret  Stevens,  Henrietta  Swope,  Helen  Ward 
Frederic  Berg,  Treadwell  Berg,  Champion  Ward 


OP  New  Brunswick 

Miss  Calista  Allen 

Miss  Josephine  Atkinson 

Miss  Margaret  S.  Cook 

Miss  Charlotte  K,  Drury 

Miss  Loraine  0.  Harrison 

Miss  Fanny  Marshall 

Miss  Elizabeth  Metlar 

Miss  Katherine  Metlar 

Miss  Louise  Mundy 

Miss  Helen  Pitman 

Miss  Juliette  V.  N.  Schwenger 

Miss  Mary  Spader 

Dr.  David  C.  English 

Mr.  John  W.  Mettler 

Mr.  J.  Claude  Thomson 


David  G.  Ackerman 
Willis  W.  Angus 
Lauren  S.  Archibald 
Charles  E.  Bloodgood 
Herbert  W.  Boes 
Byron  P.  Croker 
Joseph  Duffee 
Taylor  H.  Edwards 
Elmer  H.  French 
Lawrence  H.  French 
Vincent  J.  Gallagher,  Jr. 
Frederick  B.  Heitkamp 
Albert  W.  Holzmann 
Harry  R.  Klein 


Students 

Roy  F.  Layton 
Prof.  Harry  N.  Lendall 
Noel  D.  Ludlow 
Andrew  F.  Lynch 
Brooks  C.  Martin 
William  N.  Packard 
Gustav  Patz 
George  J.  A.  Perpente 
C.  William  Pfeil,  Jr. 
Sidney  Seidler 
Leonard  A.  Sibley 
Charles  LeR.  Steegar 
Cyril  Wimpenny 
Wm.  Stanley  Woodward 


78  RUTGERS  CELEBRATION 

SOLDISBS 

Captain:     Capt.  Shelby  C.  Leasure 
Lieutenant:    Francis  J.  Scarr 

KbtI  O.  Baird  Paul  W,  Lukens 

Norman  G.  Becker  Henry  B.  Perkins 

Everett  B.  Bleecker  Neal  D.  Quimby 

Joseph  Breckley  Austin  M.  Rice 

Frank  L.  Clayton  Alfred  P.  Skinner 

Thomas  F.  Colleran  J.  Horace  Sprague,  Jr. 

Willis  P.  Duruz  Edwin  B.  Thompson 

Norman  K.  Eypper  M.  Joseph  Truscott 

Isidor  B.  Glucksman  Jerome  S,  Underhill 

Warren  L.  GrifSn  Pierre  Van  Dyck 

Earl  S.  Harris  Sheldon  E.  Ward 

Charles  H.  Hollenbeck  William  G.  Whitney 
Herbert  C.  Koehler 

The  Christian  Intelligencer  of  May  23,  1861,  gives  an 
account  of  the  raising  of  the  Stars  and  Stripes  over  Rut- 
gers College  amid  the  unbounded  enthusiasm  of  the  stu- 
dents, a  number  of  whom  had  already  enlisted.  The  flag, 
made  and  presented  by  the  young  ladies  of  the  city,  was 
fourteen  by  twenty-two  feet  in  size.  The  venerable  presi- 
dent, Hon.  Theodore  Frelinghuysen,  made  the  address, 
and  the  Hon.  G.  B.  Adrain  made  the  presentation  speech. 
The  flag  raising  was  at  four  o'clock  and  about  five  hun- 
dred persons  were  present.  It  is  upon  this  account,  sup- 
plemented by  similar  accounts  from  other  sources,  that 
this  episode  is  based.^^ 

A  crowd  is  seen  gathering  to  witness  the  raising  of  a 
new  flag  above  Queen's  building.  The  President  of  the 
College,  members  of  the  Faculty,  and  important  towns- 
people take  their  places  on  the  platform.  Students  and 
citizens  gather  about. 

The  President  makes  a  speech: 

"We  are  gathered  together,  my  friends,  on  a  most  solemn  and  important 
occasion.  In  a  time  when  we  were  in  the  full  tide  of  national  blessings, 
when  our  country's  banner  was  cherished  at  home,  respected  and  honored 
abroad,  we  find  that  seven  sister  states  have  separated  from  us  and  raised 
the  armed  hand  of  rebellion  to  overthrow  the  government.  .  .  .  Our  fore- 
fathers saw  and  felt  the  defects  springing  from  the  independence  of  single 

i»A  paper  read  before  the  New  Brunswick  Historical  Society  by  Dr. 
J.  H.  Raven,  contains  a  most  interesting  and  comprehensive  account  both 
of  this  flag  raising  and  of  the  laying  of  the  cornerstone  of  Queen's  College. 


FRIDAY,  OCTOBER  THIRTEENTH  79 

states,  and  that  there  could  not  be  either  safety  or  glory  in  thirteen  inde- 
pendent factions.  Hence  the  framers  of  the  Constitution  assembled  for 
the  purpose  of  forming  a  wise  and  pennanent  bond  of  union.  The  Union 
formed  then  is  the  Union  of  today,  and  under  it  our  prosperity  has  been  so 
great  that  we  are  willing  to  sacrifice  the  last  drop  of  our  blood  to  see  it 
maintained  against  traitors.  Secession  is  only  a  name  gotten  up  to  palliate 
treason.  The  doctrine  would  be  amusing  were  it  not  so  abominable.  Why, 
if  seven  states  can  secede,  what  is  to  hinder  one?  Nay,  may  not  Middlesex 
county  secede  from  New  Jersey  and  New  Bninswick  from  Middlesex 
county!  The  next  thing  will  be  that  our  very  wives  will  be  seceding  from 
us.  .  .  .  The  first  cannon  shot  against  Sumter  struck  the  great  heart  of 
the  American  people  and  that  heart  shall  never  cease  beating  until  this 
wrong  is  avenged.  (These  seceding  states)  are  endeavoring  to  coil  a  ser- 
pent among  the  stars  and  stripes,  whose  fangs  shall  strike  out  the  emblems 
of  seven  states  from  its  glorious  folds.  If  a  foreign  foe  had  attempted 
this  the  nation  would  have  risen  up  as  one  man  to  hurl  down  the  aggressor, 
and  how  much  worse  was  it  when  the  foe  came  from  within  our  own  bosom. 
.  .  .  We  must  fight  I  There  is  no  alternative.  Rebellion  must  be  crushed, 
and  then  we  shall  become  once  more  a  happy  and  united  people." 

The  students  sing  **The  Flag  of  Our  Union.  "2« 

THE  FLAG  OF  OUR  UNION  FOREVER 
A  song  for  our  banner,  the  watch-word  recall. 
Which  gave  the  Republic  her  station. 
United  we  stand,  divided  we  fall. 
It  made  and  preserved  us  a  nation. 
The  union  of  lakes,  the  union  of  lands, 
The  union  of  states  none  can  sever; 
The  union  of  hearts,  the  union  of  hands, 
And  the  flag  of  our  union  forever! 

The  flag^^  is  raised  amid  cheers,  followed  by  the  sing- 
ing of  "The  Battle  Hymn  of  the  Republic." 

THE  BATTLE  HYMN  OF  THE  REPUBLIC 
Mine  eyes  have  seen  the  glory  of  the  coming  of  the  Lord, 
He  is  trampling  out  the  vintage  where  the  grapes  of  wrath  are  stored. 
He  hath  loosed  the  fateful  lightning  of  His  terrible  swift  sword: 
His  truth  is  marching  on. 

Chorua: 

Glory  I  Glory!  Hallelujah! 
Glory!  Glory!  Glory!  Hallelujah! 
Glory!  Glory!  Hallelujah! 
His  truth  is  marching  on. 

20  The  singing  was  led  by  three  yoimg  men  of  the  college,  and  consisted 
of  "America,"  "The  Star  Spangled  Banner,"  and  "The  Flag  of  our 
Union. ' ' 

21  The  flag  used  in  this  episode  was  owned  by  a  gentleman  of  Brooklyn 
and  was  flown  from  his  residence  in  that  city  upon  the  receipt  of  the  news 
of  each  victory  of  the  Union  armies. 


80  RUTGERS  CELEBRATION 

I  have  seen  Him  in  the  watch-fires  of  a  hundred  circling  camps, 
They  have  builded  Him  an  altar  in  the  evening  dews  and  damps; 
I  can  read  His  righteous  sentence  by  the  dim  and  flaring  lamps: 

His  day  is  marching  on. — Cho. 
He  has  sounded  forth  the  trumpet  that  shall  never  call  retreat; 
He  is  sifting  out  the  hearts  of  men  before  His  judgment-seat: 
Oh  I  be  swift  1  my  soul,  to  answer  Him!  be  jubilant,  my  feet! 

Since  God  is  marching  on. — Cho. 
In  the  beauty  of  the  lilies  Christ  was  born  across  the  sea, 
With  a  glory  in  His  bosom  that  transfigures  you  and  me; 
As  He  died  to  make  men  holy,  let  us  die  to  make  men  free. 

While  God  is  marching  on. — Cho. 

A  company  of  soldiers  marches  by  on  the  way  to  the 
front.    Some  of  the  college  boys  run  out  to  join  them. 

The  crowd  then  disperses  to  the  strains  of  **  Tenting 
Tonighf 

TENTING  ON  THE  OLD  CAMP  GROUND 
We're  tenting  tonight  on  the  old  camp  ground. 

Give  us  a  song  to  cheer 
Our  weary  hearts,  a  song  of  home 
And  friends  we  lov'd  so  dear. 
Chorus:     Many  are  the  hearts  that  are  weary  tonight, 
Waiting  for  the  war  to  cease. 
Many  are  the  hearts  waiting  for  the  right. 
To  see  the  dawn  of  peace. 
Befrain:   Tenting  tonight, 
Tenting  tonight, 

Tenting  on  the  old  camp  ground. 
We've  been  tenting  tonight  on  the  old  camp  ground. 

Thinking  of  days  gone  by, 
Of  the  lov'd  ones  at  home  who  gave  us  the  hand, 
And  the  tears  that  said  '  *  good-bye ! ' ' 

Chorus  and  Eefrain 
We're  tired  of  war  on  the  old  camp  ground, 

Many  are  dead  and  gone, 
Of  the  brave  and  true  who've  left  their  homes. 
Others  been  wounded  long. 

Chorus  and  Befrain 

Epilog 
The  Expansion  of  Learning 

CAST 
Thb  Akts  and  Sciences 
Mrs.  Louis  Bevier,  Jr.  Mrs.  Carl  R.  Woodward 

Mrs.  Floyd  E.  Chidester  Miss  Elisabeth  R.  Bevier 


L 


FRIDAY,  OCTOBER  THIRTEENTH  81 

Mias  Elizabeth  Buckley  Miss  Helen  Janewaj 

Miss  Margaret  Connors  Miss  Katherine  Janeway 

Miss  Sydney  S.  Cook  Miss  Dorothy  McCurdy 

Miss  Catherine  L.  Davidson  Miss  Marian  McBanney 

Miss  Mary  Dennis  Miss  Frances  Runyon 

Miss  Mary  Gillespie  Miss  Catherine  H.  Schneeweiss 

Miss  Mabel  Hoitt  Miss  Elizabeth  Scudder 

Miss  Caroline  Ingham  Miss  Margaret  Shield 

The  Colonial  Colleoes 

W.  Leland  Childs  Harold  Hawkins 

Norman  F.  Dahl  W.  Copley  Herbert 

Searle  B.  Dougherty  M.  Harold  Higgins 

Arthur  D.  Drake  August  W.  Hock 

Anson  M.  DuBois  Morris  B.  Jackson 

Harold  W.  Faint  Enos  F.  Jones 

Arthur  L.  Fink  George  A.  Kuyper 

C.  Russell  Gildersleeve  John  R.  Riker,  Jr. 

Churchill  Franklin  Franklin  S.  Thompson 

Roy  E.  Anderson  Anton  F.  Ward 

Color  Guard 

Frank  S.  Beckwith  Rudolph  Elmer 
Floyd  E.  Mehrhof 

In  contrast  to  the  prolog,  in  which  the  figures  of  the 
Seven  Liberal  Arts  and  Philosophy  are  symbolical  of  the 
learning  of  the  Middle  Ages,  the  epilog  symbolizes  the 
broader  learning  of  today.  As  exponents  of  this  learn- 
ing, and  in  deference  to  the  occasion,  the  ten  Colonial 
colleges  of  America  are  chosen.  Founded  even  before 
the  Eepublic  itself,  they  were  the  first  exponents  in  this 
country  of  that  higher  education  which  had  its  beginnings 
in  the  monasteries  of  the  Middle  Ages  and  gradually  ex- 
panded, first  in  the  universities  of  Europe  and  then  in 
our  own  colleges,  direct  descendants  of  these  universities. 

Learning  may  no  longer  be  symbolized  by  the  Trivium 
and  Quadrivium,  and  so  in  place  of  the  medieval  figures 
of  Philosophy  and  the  Seven  Arts,  there  now  appear 
twenty  figures  representative  of  twenty  of  the  leading 
branches  of  study  taught  in  our  present-day  colleges  and 
universities.  They  are  dressed  in  the  colors  of  the  ten 
Colonial  colleges  and  each  has  a  symbol  of  the  branch  of 
learning  which  she  represents.  Thus  Theology  has  a 
cross  and  an  alpha  and  omega;  Astronomy,  the  moon 
and  stars;  History,  a  scroll;  Chemistry,  a  retort;  Art, 


tt  RUTGERS  CELEBRATION 

a  palette;  Agriculture,  a  plant;  and  so  on  through  the 
list.  The  figures  form  a  tableau  of  the  Arts  and  Sciences. 
As  they  take  their  places  two  men  are  seen  advancing, 
dressed  in  Colonial  costume,  carrying  the  banner  of  Har- 
vard, first  of  the  Colonial  colleges.  As  they  reach  the 
center  of  the  stage  one  verse  of  "Fair  Harvard"  is  sung. 
They  are  followed  in  turn  by  similar  figures  for  the  other 
nine  institutions  in  the  order  of  their  founding. 

1.— FAIR  HARVARD 
Fair  Harvard,  thy  sons  to  thy  jubilee  throng, 
And  with  blessings  surrender  thee  o'er. 
By  these  festival  rites,  from  the  age  that  is  past, 
To  the  age  that  is  waiting  before. 
O  relic  and  type  of  our  ancestors'  worth 
That  has  long  kept  their  memory  warm. 
First  flow'r  of  their  wilderness!  star  of  their  night. 
Calm  rising  thro'  change  and  thro'  storm! 

2.— ALMA  MATER— WILLIAM  AND  MARY 
Hark,  the  students'  voices  swelling 
Strong  and  true  and  clear, 
Alma  Mater's  loves  are  telling, 
Ringing  far  and  near. 

William  and  Mary,  loved  of  old. 
Hark  upon  the  gale: 
Hear  the  thunders  of  our  chorus. 
Alma  Mater,  Hail. 

3.— DEAR  OLD  TALE 
Bright  college  years,  with  pleasure  rife. 
The  shortest,  gladdest  years  of  life; 
How  swiftly  are  ye  gliding  by! 
Oh,  why  doth  time  so  quickly  flyT 
The  seasons  come,  the  seasons  go. 
The  earth  is  green,  or  white  with  snow. 
But  time  and  change  shall  naught  avail 
To  break  the  friendships  formed  at  Yale. 

4.— HAIL  PENNSYLVANIA 
Hail !   Pennsylvania ! 
Noble  and  strong; 
To  thee  with  loyal  hearts. 
We  raise  our  song. 
Swelling  to  Heaven  loud, 
Our  praises  ring; 
Hail,  Pennsylvania, 
Of  thee  we  sing! 


FEEDAY,  OCTOBER  THIRTEENTH  83 

5.— OLD  NASSAU— PRINCETON 

Tune  every  heart  and  every  voice 
Bid  every  care  withdraw, 
Let  aU  with  one  accord  rejoice, 
In  praise  of  old  Nassau. 

Chorus:  In  praise  of  old  Nassau,  my  boys, 
Hurrah !    Hurrah !    Hurrah ! 
Her  sous  will  give,  while  they  shall  live. 
Three  cheers  for  old  Nassau! 


6.— SANS  SOUCI— COLUMBIA 

One  last  toast  ere  we  parti 
Written  on  ev'ry  heart. 
This  motto  stay, 
"Long  may  Columbia  stand 
Honored  throughout  the  land, 
Our  Alma  Mater  grand. 
Now  and  for  aye ! ' ' 


7.— ALMA  MATER— BROWN 

Alma  Mater,  we  hail  thee  with  loyal  devotion. 

And  bring  to  thine  altar  our  off 'ring  of  praise. 

Our  hearts  swell  within  us  with  joyful  emotion. 

As  the  name  of  Old  Brown  in  loud  chorus  we  raise. 

The  happiest  moments  of  youth's  fleeting  hours. 

We've  passed  'neath  the  shade  of  these  time-honor 'd  walls; 

And  sorrows  as  transient  as  April's  brief  showers 

Have  clouded  our  life  in  Brunonia's  halls. 


8.— ON  THE  BANKS  OF  THE  OLD  RARITAN— RUTGERS 

My  father  sent  me  to  old  Rutgers 
And  resolved  that  I  should  be  a  man. 
And  so  I  settled  down 
In  that  noisy  college  town 
On  the  banks  of  the  old  Raritan. 

Chorus:  On  the  banks  of  the  old  Raritan,  my  boys, 
Where  old  Rutgers  evermore  shall  stand. 
For  has  she  not  stood 
Since  the  time  of  the  flood. 
On  the  banks  of  the  Old  Raritan? 


84  RUTGEES  CELEBRATION 

9.— THE  DARTMOUTH  SONG 

Come  fellows,  let  us  raise  a  song, 
And  sing  it  loud  and  clear; 
Our  Alma  Mater  is  our  theme, 
Old  Dartmouth,  loved  and  dear. 

Dartmouth !    Dartmouth  1 

Challenge  thus  we  fling! 

Dartmouth !    Dartmouth ! 

Hear  the  echoes  ring! 

Thy  honor  shall  be  ever  dear. 

Old  Dartmouth  green  without  a  peer, 

As  long  as  we  can  give  a  cheer. 

Tor  Dartmouth!    Wah-hoe-wah! 

10.— HAMPDEN-SIDNEY  SONG 

Here's  to  old  Hampden-Sidney,  the  garnet  and  the  gray, 
And  the  team  of  tried  heroes  who  defend  her  name  today. 
And  to  old  Alma  Mater,  we'll  e'er  be  true  to  thee, 
For  we'll  spread  with  song  and  story,  the  fame  of  H.  S.  C. 

When  the  group  is  completed  a  color  guard  with  the 
Stars  and  Stripes  forms  the  center  of  the  tableau  and  the 
pageant  closes  with  the  singing  of  the  **Star  Spangled 
Banner,"  the  audience  joining  in  the  singing. 


THE  STAR  SPANGLED  BANNER 

Oh,  say  can  you  see,  by  the  dawn's  early  light, 
What  so  proudly  we  hailed  at  the  twilight's  last  gleaming, 
Whose  broad  stripes  and  bright  stars,  thro'  the  perilous  fight, 
O'er  the  ramparts  we  watch 'd  were  so  gallantly  streaming? 
And  the  rockets'  red  glare,  the  bombs  bursting  in  air. 
Gave  proof  thro'  the  night  that  our  flag  was  still  there. 
Oh!  say  does  that  star  spangled  banner  yet  wave 
O'er  the  land  of  the  free,  and  the  home  of  the  brave? 

On  the  shore  dimly  seen  thro'  the  mists  of  the  deep, 
Where  the  foe's  haughty  host  in  dread  silence  reposes, 
What  is  that  which  the  breeze,  o'er  the  towering  steep. 
As  it  fitfully  blows,  half  conceals,  half  discloses? 
Now  it  catches  the  gleam  of  the  morning's  first  beam, 
In  full  glory  reflected  now  shines  on  the  stream: 

'Tis  the  star  spangled  banner;  oh,  long  may  it  wave 
O'er  the  land  of  the  free  and  the  home  of  the  brave. 


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FRIDAY,  OCTOBER  THIRTEENTH  85 

And  where  is  that  band  who  so  vauntingly  swore 

That  the  havoc  of  war  and  the  battle's  confusion 

A  home  and  a  country  should  leave  us  no  more? 

Their  blood  has  washed  out  their  foul  footsteps'  pollution. 

No  refuge  could  save  the  hireling  and  slave 

From  the  terror  of  flight  or  the  gloom  of  the  grave; 

And  the  star  spangled  banner  in  triumph  doth  wave 
O'er  the  land  of  the  free  and  the  home  of  the  brave. 

Oh,  thus  be  it  ever  when  freemen  shall  stand 
Between  their  loved  home  and  wild  war's  desolation; 
Blest  with  vict'ry  and  peace,  may  the  heav 'n-rescued  land 
Praise  the  Pow'r  that  hath  made  and  preserved  us  a  nation  I 
Then  conquer  we  must  when  our  cause  is  so  just, 
And  this  be  our  motto :     "In  God  is  our  trust ! ' ' 
And  the  star  spangled  banner  in  triumph  shall  wave 

O'er  the  land  of  the  free  and  the  home  of  the  brave. 


RECEPTION  BY  MR.  JAMES  NEILSON 

''Woodlawn,"  4:00  to  6:00  P.  M. 

Immediately  following  the  Pageant  Mr.  James  Neilson, 
a  Trustee  of  the  College  and  member  of  the  class  of  1866, 
tendered  a  reception  in  honor  of  the  delegates,  guests, 
Trustees,  Faculty,  and  alumni  at  his  residence,  "Wood- 
lawn,"  adjacent  to  the  College  Farm.  It  was  largely 
attended  and  very  enjoyable.  Many  members  of  the 
Pageant  cast  attended  in  the  quaint  costumes  of  earlier 
days,  adding  a  touch  of  variety  and  picturesqueness.  The 
heavy  rain  which  had  begun  to  fall  interfered  somewhat 
with  the  attendance  and  with  the  convenience  of  guests 
in  arriving  and  departing. 


86  RUTGERS  CELEBRATION 

THE  ANNIVERSARY  DINNER 

The  Ballantine  Gymnasium,  7 :30  P.  M. 

The  Celebration  Dinner  in  honor  of  delegates  and 
guests  was  given  in  the  Gymnasium,  the  Trustees  and 
Faculty  serving  as  hosts.  At  the  head  table  with  Presi- 
dent Demarest,  who  presided,  were  Ambassador  W.  L.  F. 
C.  van  Rappard,  President  W.  H.  P.  Faunce  of  Brown 
University,  President  John  Grier  Hibben  of  Princeton 
University,  Dr.  John  H.  Finley,  Commissioner  of  Educa- 
tion of  the  State  of  New  York,  President  Frank  J.  Good- 
now  of  the  Johns .  Hopkins  University,  Dr.  Merrill  Ed- 
wards Gates,  sometime  President  of  Rutgers  College,  and 
Mr.  Leonor  F.  Loree,  of  the  class  of  1877,  President  of  the 
Delaware  and  Hudson  Company.  During  the  dinner 
there  was  music.  After  the  dinner  the  speaking  was  as 
follows : 

President  Demarest:  I  wish  first  to  say  just  a  word 
of  very  cordial  welcome  to  our  guests,  the  delegates  from 
the  colleges  and  universities.  Tomorrow  morning  I  may 
be  permitted,  perhaps,  to  speak  at  somewhat  greater 
length. 

I  would  like  to  read  certain  letters  I  have  received  but 
I  shall  not  stop  for  that.  President  Woodrow  Wilson 
has  written  expressing  his  extreme  regret  that  he  is  un- 
able to  be  here.  He  had  hoped  to  come.  The  stress  of 
circumstance  at  the  last  moment  compels  his  absence. 
He  sends  his  heartiest  congratulations  to  Rutgers. 

The  Ambassador  from  Great  Britain,  Sir  Cecil  Spring- 
Rice,  and  Dr.  Henry  van  Dyke,  Minister  of  the  United 
States  to  the  Netherlands,  have  also  written,  expressing 
their  regrets  and  sending  their  very  cordial  congratula- 
tions to  this  College. 

The  first  speaker  of  the  evening  represents  the  uni- 
versity closest  to  us,  a  university  with  which  we  have 
had  close  connection  through  the  many  years.  Princeton 
University,  then  the  College  of  New  Jersey,  sent,  as  I 
said  this  morning,  to  Queen's  College  its  first  tutor, 
Frederick  Frelinghuysen,  and  its  second  tutor,  his  class- 
mate, John  Taylor.     There  was  proposal  to  unite  the 


FRIDAY,  OCTOBER  THIRTEENTH  87 

two  institutions  at  one  time.  Cordial  relation  continues 
between  them  and  warm  personal  sympathy  between 
those  who  preside  over  their  life. 

I  have  very  great  pleasure  in  introducing  the  President 
of  Princeton  University,  Dr.  John  Grier  Hibben. 

SPEECH 
John  Grier  Hebben,  Ph.D.,  LL.D. 

President  of  Princeton  University 

President  Demarest,  Ladies  and  Gentlemen,  and 
Men  of  Rutgers:  I  bring  to  you  not  only  for  myself 
personally,  but  for  the  College  of  New  Jersey  of  the  dis- 
tant past  and  for  Princeton  University  of  the  present, 
my  very  sincere  and  happy  felicitations  upon  this  occa- 
sion— the  more  so  because  of  the  intimate  relations  be- 
tween the  two  institutions  to  which  you  have  so  kindly 
referred.  It  has  been  one  of  the  most  delightful 
experiences  of  my  administration  that  I  have  had 
the  cordial  and  very  happy  friendship  of  Dr.  Dem- 
arest. "We  feel  that  we  are  bound  together,  Dr. 
Demarest,  not  only  by  the  personal  ties  of  the  pres- 
ent, which  are  very  delightful  to  me,  but  also  by  those 
ties  that  go  back  to  the  beginning.  For  as  we  follow,  in 
our  imagination,  lines  back  to  that  past,  the  origin  of 
Rutgers,  which  we  today  celebrate,  and  the  origin  of  the 
old  College  of  New  Jersey,  the  past  is  not  that  of  two 
institutions,  but  it  is  one  past.  We  have  had  the  same 
kind  of  academic  ancestors.  The  men  who  founded  Rut- 
gers and  the  men  who  founded  the  College  of  New  Jersey 
were  men  of  the  same  type  of  religious  convictions.  They 
possessed  the  same  theory  of  conduct,  the  same  theory 
of  government.  Their  hearts  beat  with  the  same  kind 
of  patriotism.  And  so  we  feel  that  our  origin  has  been 
the  same,  and  as  we  are  here  tonight  to  celebrate  these 
early  beginnings,  it  seems  to  me  that  for  a  few  moments 
I  can  very  fittingly  speak  of  the  spirit  of  the  past. 

We  cannot  regard  it  in  the  way  of  a  personal  memory. 


M  RUTGERS  CELEBRATION 

Those  men  are  too  far  away  from  us.  We  have  heard 
of  them,  we  have  read  of  them,  and  ours  is  a  tradition 
which  we  highly  prize.  The  men  themselves  are  strangers 
to  us.  They  belong  to  that  great  choir  invisible  of  the 
departed  dead.  But  it  is  not  only  a  tradition,  ladies  and 
gentlemen,  which  we  prize.  It  is  more  than  that  for  some 
of  us,  or  for  most  of  us,  I  dare  say.  We  have  today  in 
our  blood  the  inheritance  of  these  ancestors  of  ours.  We 
are  descendants  from  them  and  I  am  disposed  to  think 
that  the  very  best  that  is  in  us — the  striving  after  the 
high  and  the  noble  and  the  good  that  we  feel  in  our  lives ; 
any  attainment  that  we  may  have  made  or  that  we  may 
be  able  to  make — in  it  all,  in  the  very  best  that  is  in  us, 
our  ancestors  are  speaking  in  and  through  us,  are  striving 
in  and  through  us,  and  in  that  best  of  us  there  is  the  re- 
incarnation of  their  spirit. 

How  amazed  they  would  be  if  we  could  summon  them  to- 
night from  their  tombs  and  point  to  the  electric  light  and 
tell  them  its  story ;  if  we  could  take  them,  in  the  light  of 
the  day,  to  this  great  station  that  you  have  in  your  neigh- 
borhood that  sends  out  its  wireless  messages  across  this 
great  continent.  And  could  we  not  tell  them  the  story 
of  the  aeroplane,  and  the  submarine,  and  of  all  the  great 
progress  that  the  world  has  made  in  these  one  hundred 
and  fifty  years?  And  with  what  shame,  also,  we  would 
have  to  tell  them  of  the  great  European  War;  of  the 
engines  of  destruction  tearing  down  what  they  and  their 
kinsmen  on  the  other  side  of  the  Atlantic  have  been 
building  up  for  centuries  in  faith  and  in  hope.  And  out 
of  their  amazement  they  would  perhaps  turn  to  us,  their 
sons,  and  they  would  ask  of  us  at  this  time  the  very 
searching  question:  *'But  what  of  the  moral  and  the 
spiritual  progress  of  this  country?  Are  you  as  proud 
of  that  as  you  are  of  all  of  these  material  achievements  ? ' ' 
And  how  would  we  be  able  to  answer  that  question  ?  The 
answer  we  would  have  to  give  is  that  we  are  not  thor- 
oughly satisfied,  to  say  the  least,  with  our  advancement 
in  this  regard.  We  say  to  our  ancestors  tonight:  "We 
crave  for  the  present  and  for  the  future  a  double  portion 


Pageant,  Prolog:     KNIGHTS  AND  MONKS 


Pageant,  Episode  V:     THE  BALL  AT  BUCCLEUCH 


FRIDAY,  OCTOBER  THIRTEENTH  89 

of  your  spirit.  We  would  not  go  forth  into  this  unknown 
future  of  ours  in  our  country  and  the  unknown  future  of 
the  world  without  stopping  at  least  at  this  time  to  secure 
some  benediction  from  the  past." 

There  is  a  man  who  is  very  much  in  the  eye  of  the 
American  public  today,  one  of  the  greatest  manufac- 
turers of  our  country,  who  said  not  long  ago — and  it  was 
quoted  in  all  of  our  newspapers — that  he  was  not  inter- 
ested in  the  past,  that  the  past  had  no  meaning  for  him, 
that  the  man  of  affairs  must  live  today  wholly  in  the 
present  and  with  an  eye  toward  the  future.  Ladies  and 
gentlemen,  I  wish  to  state — and  in  stating  this  I  believe 
I  express  the  feeling  of  every  one  here — that  we  at  least 
dare  not  forget  the  past  and  the  lessons  of  the  past.  I 
believe  in  every  progressive  movement  in  this  country, 
and  I  believe  that  we  cannot  make  too  great  progress  in 
certain  directions.  Let  us  make  all  the  progress  that  we 
can,  not  merely  the  progress  that  our  self  interest  would 
urge,  but  that  our  intelligence  also  can  justify.  But,  as 
we  go  forward  into  the  future  of  the  great  progressive 
movements  of  the  day,  I  beg  of  you  that  we  take  some- 
thing of  the  past  with  us.  The  absolute  condition  of  any 
progress  of  which  we  may  be  proud  is  that  in  rushing 
forward  along  the  line  of  that  progress  we  should  seek 
to  conserve  the  essential  values  of  the  past. 

And  what  is  more  valuable  in  this  inheritance  than 
that  which  comes  to  us  from  these  founders  of  colleges? 
What  is  most  distinctive  about  their  lives,  which  we  may 
well  emulate?  I  could  touch  upon  many  things  would 
time  but  permit  it.  But  I  have  only  one  idea  I  would 
like  to  present  to  you  concerning  these  men  and  what 
they  may  teach  us  tonight.  It  is  this:  That  these 
founders  of  colleges  had  with  the  idea  of  the  School,  so 
planted  with  it  that  they  could  not  distinguish  the  two, 
the  idea  also  of  the  Church;  and  with  the  idea  of  the 
School  and  the  Church  was  a  third,  also  indistinguishable 
in  their  thought  and  in  their  feeling,  that  of  the  State. 
The  men  who  founded  Rutgers  College  in  the  old  Colony 
of  New  Jersey  were  the  public  spirited  men  of  their  day. 


90  RUTGERS  CELEBRATION 

They  were  not  only  interested  in  education,  but  they  were 
pioneers  also  in  the  cause  of  God  and  His  Christ.  And 
when  the  call  came  at  the  time  of  our  Revolution,  we  find 
that  they  were  patriots,  willing  to  lay  down  their  lives 
for  the  sake  of  their  country.  And  having  made  America 
free  they  gave  their  best  thought  to  the  fundamental  con- 
stitution which  should  govern  us  throughout  all  the  years 
to  come. 

In  these  ideas  of  the  school  and  of  the  church  and  of 
the  state  there  was  one  underlying  element  that  they  all 
had  in  common,  and  I  would  characterize  that  as  the 
"group"  idea.  These  men  were  not  particularly  inter- 
ested in  themselves ;  there  was  no  individualism  in  their 
theory  of  life;  it  was  the  service  of  the  group.  If  that 
group  happened  to  be  at  the  time  the  school,  the  college, 
they  gave  their  hearts  and  thoughts  to  it;  the  other 
group,  of  the  church,  they  identified  their  lives  with  it; 
and  the  larger  group  of  the  state,  their  nation,  they  were 
willing  to  lay  down  their  lives  for  it.  Today  I  think  in 
our  education  we  are  perhaps  neglecting  this  idea,  not 
only  in  the  schools  and  colleges,  but  back  to  the  first 
school,  that  of  the  home.  We  are  unconsciously  holding 
out  before  our  young  men  and  our  young  women  the  idea 
of  an  individual  career  in  life  as  the  aim  of  all  living. 
Now  I  say  no!  God  forbid  that  the  young  man  should 
go  out  from  Rutgers  or  Princeton  or  any  of  our  institu- 
tions with  the  idea  that  he  should  look  out  for  himself 
from  the  commencement  day  to  the  end  of  his  life  and 
cut  clear  from  the  beginning  his  path  of  success,  his  petty 
career!  What  about  the  group  to  which  he  belongs, 
which  he  should  serve?  He  may  say:  **I  have  no  group 
to  which  I  belong.  I  have  no  responsibilities  to  any  group 
of  men.**  If  that  is  his  answer  I  say :  ** God  help  him  in 
this  age,  when  we  are  all  living  and  feeling  together; 
where  our  destiny  is  one,  high  and  low,  rich  and  poor. ' ' 

In  this  land  no  man  can  live  for  himself  and  no  man 
can  die  for  himself.  Our  fathers  had  this  idea.  It  was 
the  main  impulse  of  their  lives.  They  could  not  express 
it  in  words;  I  can  not  express  it  in  words.    Words  are 


FRIDAY,  OCTOBER  THIRTEENTH  91 

too  feeble.  But  they  had  two  great  symbols  to  which 
they  referred  from  time  to  time  in  their  lives,  and  they 
were  the  last  symbols  before  their  eyes  when  those  eyes 
closed  in  death :  the  symbol  of  the  Flag  and  the  symbol 
of  the  Cross.  And  they  are  not  two  symbols,  after  all, 
but  they  are  one.  The  symbol  of  the  cross  certainly  is 
that  of  vicarious  sacrifice,  and  I  would  like  to  insist  also 
that  the  symbol  of  the  flag  is  that  of  vicarious  sacrifice. 
Looking  at  our  flag  superficially,  our  first  thought  per- 
haps is  we  glory  in  it  because  it  is  our  protection.  That 
is  only  part  of  the  story,  ladies  and  gentlemen.  That 
flag  does  not  merely  protect  us,  but  we  citizens  of  this 
country  are  to  protect  that  flag  and  all  that  it  stands 
for ;  and  with  that  spirit  we  must  look  upon  it  as  a  sym- 
bol of  sacrifice,  just  as  the  cross  is  the  symbol  of  sacri- 
fice, for  the  citizen  of  our  country.  And  the  young  man 
who  leaves  the  college  must  be  taught  that  this  is  the 
first  and  the  central  and  the  last  lesson  of  his  education : 
The  symbol  of  the  flag  is  that  of  sacrifice.  What  is 
patriotism?  Love  of  country,  yes.  Love  of  country  that 
shows  itself  in  consciousness  of  obligation  and  a  readi- 
ness for  sacrifice,  not  only  in  times  of  war,  but  also  in 
times  of  peace. 

And  finally,  Mr.  President,  my  best  wish  for  you  in 
your  administration,  and  for  the  welfare  of  Rutgers  is 
that  you  may  so  discharge  the  trust  that  is  committed 
to  you  that  in  the  coming  generation  the  children  yet 
unborn  may  rise  up  and  call  you  blessed,  as  you  today 
gratefully  celebrate  the  inheritance  which  you  have  in 
the  founders  of  this  institution  of  a  past  generation. 

President  Demabest:  The  relation  of  Rutgers  to  col- 
leges and  universities  in  the  State  of  New  York  has  been 
varied  and  constant  through  the  years,  and  especially 
has  there  been  interesting  personal  bond  with  what  we 
call  the  University  of  the  State  of  New  York,  at  Albany. 

A  very  early  graduate  of  Queen's  College,  Simeon  De- 
Witt,  became  Chancellor  of  the  University  of  the  State 
of  New  York,  and  in  more  recent  years  David  Murray, 


92  RUTGERS  CELEBRATION 

SO  long  a  professor  here,  became  Secretary  of  the  Board 
of  Regents  of  the  University,  to  return  still  later  to 
Rutgers  as  a  trustee. 

Dr.  Finley  now  represents  the  Regents,  as  Commis- 
sioner of  Education  of  the  State  of  New  York.  We  have 
been  acquainted  with  him,  not  simply  in  that  office,  but 
as,  prior  to  that,  in  the  Faculty  of  Princeton  University. 
He  was  also  connected  earlier  than  that  with  one  of  the 
so-called  small  colleges,  with  which  this  college,  of  course, 
has  an  especial  fellowship. 

I  have  great  pleasure  in  introducing  to  you  Dr.  John 
Huston  Finley. 

SPEECH 
John  Huston  Finley,  LL.D.,  L.H.D. 

President  of  the  University  of  the  State  of  New  York 

Mr.  President,  and  Mr.  Governor,  and  I  salute  also 
THE  Commissioner  of  Education,  Dr.  Kendall,  in  whose 

EDUCATIONAL  TERRITORY  I  AM LaDIES  AND  GeNTLEMEN,  AND 

Men  OF  Rutgers  :  I  was  informed  on  reaching  this  place 
tonight  that  it  is  a  mere  fortuity  that  Rutgers  College  is 
not  located  in  Albany.  That  it  is  here  is  due  to  the  high- 
mindedness  of  an  Albany  man  whose  name  has  been  men- 
tioned gratefully  here  tonight.  We  may  well  applaud 
his  disinterested  highmindedness.  On  the  other  hand, 
it  would  have  greatly  contributed  to  my  convenience  if 
Rutgers  College  had  been  located  in  Albany,  for  I  had 
to  come  all  the  way  down  from  Albany  this  afternoon 
and  I  have  to  go  all  the  way  back  to  Albany  tonight. 
And  I  am  sure  that  Mr.  Loree  is  sorry  with  me  that 
Rutgers  College  is  not  located  in  Albany.  We  have  there 
an  institution  referred  to  as  the  University  of  the  State 
of  New  York,  a  mystical  sort  of  an  institution  which  has 
no  professors  and  no  students.  If  Rutgers  College,  with 
its  professors  and  students,  were  there,  it  would  have 
been  more  profitable  for  the  D.  &  H.  Railroad. 

Still,  I  am  very  glad,  after  all,  that  Rutgers  College 
was  not  established  in  Albany,  because  President  Dema- 


Pageant,  Episode  V:     THE  BALL  AT  BUCCLEUCH 


FRIDAY,  OCTOBER  THIRTEENTH  93 

rest  would  be  President  of  Rutgers  College,  which  would 
be,  I  suppose,  the  University  of  the  State  of  New  York, 
and  I  do  not  know  where  I  should  have  been — perhaps 
still  a  professor  at  Princeton. 

These  are  trivial  reasons  I  must  admit.  I  add  a  more 
cogent  one.  President  Hibben  (** Grandpapa  Hibben") 
has  just  been  talking  about  our  ancestors  and  about  chil- 
dren still  unborn.  He  has  referred  to  these  lights  and 
to  some  power  house,  I  think  outside.  Well,  if  Eutgers 
College  had  been  located  in  Albany,  then  probably  the 
Albany  Academy  would  not  have  been  established.  And 
probably  a  certain  boy,  who  was  the  son  of  a  day  laborer 
there,  would  not  have  entered  that  school  and  he  would 
not  have  become  the  man  who  made  all  these  lights  pos- 
sible. I  found  in  the  church  records  the  other  day  the 
entry:  ** Joseph  Henry,  the  son  of  a  day  laborer,  Samuel 
Henry,  and  Ann  Alexander,  baptized. ' '  He  was  the  man 
who  made  the  discovery  there  in  a  little  room  in  the 
Academy  in  Albany  which  made  it  possible  for  us  to  sit 
here  in  this  beautiful  place  tonight,  lighted  by  electric 
light.  So,  perhaps,  it  was  just  as  well  that  Rutgers  Col- 
lege was  established  in  New  Brunswick. 

I  am  familiar  with  the  environment  of  this  beautiful 
College.  In  days  long  past,  I  used  to  walk  occasionally 
from  New  York  to  Princeton,  and  from  Princeton  to  New 
York.  One  night  after  I  passed  this  cloistral  and  ghostly 
campus  about  midnight,  as  I  was  going  into  the  deeper 
darkness  toward  Princeton,  I  came  to  a  road  leading  off 
from  the  turnpike,  and  I  was  not  certain  whether  it  led 
toward  Princeton  or  not.  In  the  darkness  I  saw  the 
deeper  shadow  of  a  sign-post,  and  though  I  used  up  all 
the  matches  I  had  save  one,  I  could  make  nothing  out  of 
its  legend  except  the  numerals  of  competing  classes. 
Finally  I  decided  to  resort  to  my  last  match  and  to  light 
with  it  some  scraps  of  paper  I  had  in  my  pocket.  (They 
were  the  papers  on  which  I  had  written  the  thoughts  I 
expected  to  use  some  time  later,  on  an  occasion  like  this.) 
I  rolled  them  into  a  little  lamp-lighter,  and  just  as  I  was 


94  BUTGEBS  CELEBRATION 

about  to  apply  the  match  (like  Abraham  of  old),  I  heard 
wheels  of  a  carriage  coming  from  New  Brunswick  and 
I  was  able  to  ask  my  way. 

Well,  ladies  and  gentlemen,  and  Mr.  President,  I  find 
myself  tonight  in  much  the  same  condition.  I  have 
nothing  but  a  few  scraps  of  paper  here  before  me  to  save 
me  from  utter  darkness.  I  do  not  know  whether  I  shall 
be  able  to  find  my  way  out.  "What  I  had  written  on  these 
scraps  of  paper  has  to  do  with  old  age,  for  I  thought  this 
anniversary  occasion  would  be  a  fitting  time  to  speak 
of  old  age. 

In  the  Book  that  is  not  as  much  read  as  it  should  be 
in  these  times,  I  was  reading  the  other  day  a  chapter 
which  is  usually  omitted  by  those  who  read  even  the  other 
parts  of  the  book.  It  was  a  chapter  in  Genesis,  a  genea- 
logical chapter,  which  may  be  called,  I  think, '  *  The  Mosaic 
De  Senectute."  It  is  not  as  extensive  as  Cicero's  essay 
on  old  age,  and  it  is  not  as  difficult.  There  are  only  two 
verbs  used  in  the  major  part  of  that  chapter — ''lived" 
and  ''begat."  It  begins,  or  at  any  rate,  it  runs  thus: 
"And  Methuselah  lived  an  hundred  and  eighty  and  seven 
years  and  begat  Lamech ;  and  Methuselah  lived  after  he 
begat  Lamech  seven  hundred  and  eighty  and  two  years. ' ' 
And  later  we  learn  that  ' '  Terah  lived  seventy  years  and 
begat  Abram, ' '  and  then  he  died  in  the  prime  of  his  man- 
hood, or  I  should  better  say  his  young  manhood,  at  the 
age  of  two  hundred  and  five.  And  Terah 's  early  mor- 
tality was  the  prophecy  of  the  shortening  span  of  human 
life,  which  lives  and  begets,  and  is  generally  forgot  be- 
fore the  years  of  Methuselah's  age  when  he  begat 
Lamech. 

I,  of  course,  cite  these  statistics  from  Genesis  as 
authoritative.  I  cannot  pause  to  ask  why  it  was  that 
the  men  of  those  times  lived  to  such  great  age.  I  use 
these  statistics  simply  as  a  preamble  to  explain  the  reso- 
lution of  modern  man  somehow  to  make  it  possible  to 
live,  in  the  midst  of  civilization,  as  long  as  his  ancestors 
in  the  nomadic  state. 


FBIDAY,  OCTOBEE  THIRTEENTH  95 

What  does  modern  man  do?  He  becomes  a  creator 
himself.  He  gathers  the  aureate  dust  or  the  argent  clay 
and  makes  a  corporation,  into  whose  nostrils  he  breathes 
the  breath  of  his  own  life;  or  he  takes  the  ** lengthened 
shadow  of  a  man,"  as  Emerson  said,  founds  an  institu- 
tion, and  bequeathes  his  purpose  to  it,  a  corporation 
which  no  ferric  hydroxide  can  corrode,  an  institution 
which  no  bacteria  known  to  the  bacteriologist  can  de- 
stroy. 

Plato,  in  Cicero's  discussion  of  old  age,  gives  four 
reasons  why  old  age  is  thought  to  be  miserable :  the  first 
is,  as  I  recall,  that  man  in  old  age  is  called  away  from 
active  duties.  In  the  second  place,  his  body  becomes 
more  feeble.  In  the  third  place,  he  is  deprived  of  most 
of  the  pleasures  of  life,  and,  in  the  last  place,  he  is  not 
far  from  death.  But  if  Plato  were  to  be  asked  about 
the  old  age  of  corporations  or  institutions  such  as  this, 
he  would  not  have  to  use  his  eloquent  arguments  in  be- 
half of  old  age.  A  corporation  never  relinquishes  an 
interest  once  it  has  put  its  hands  upon  it;  secondly,  a 
corporation  or  an  institution,  once  it  has  passed  the 
period  when  it  may  be  subject  to  poliomyelitis,  is  likely 
to  grow  stronger.  Thirdly,  pleasures  (dividends)  multi- 
ply with  the  flight  of  time.  And,  again,  and  fourthly, 
paradoxical  as  it  may  seem,  the  older  a  corporation  or 
institution  becomes,  the  farther  off  its  death  is.  For  the 
continued  life  by  even  one  year  of  a  healthy  institution 
gives  promise  of  a  greater  life  and  a  longer  life  yet.  Is 
it  not  so? 

By  every  consideration  then,  we  come  to  the  conclusion 
of  Cato,  that  old  age — at  any  rate  institutional  old  age — 
is  enjoyable,  or  as  Cicero  said,  is  not  only  not  irksome, 
but  to  be  desired. 

The  University  of  Chicago  we  are  inclined  to  com- 
miserate on  its  youth;  and  we  should  be  sorry  for  the 
Carnegie  Foundation  if  its  concern  for  the  old  age  of 
teachers  did  not  somehow  mitigate  its  infancy. 

And  yet,  Mr.  President,  we  must  recognize  the  infirm- 


96  RUTGERS  CELEBRATION 

ities  of  institutions  despite  all  that  has  been  said  about 
the  delights  of  old  age.  We  must  be  reminded  of  the 
fact  that  there  are  institutional  bacteria  as  well  as 
physical,  and  I  have  found  some  of  these  in  my  labora- 
tory. There  is,  for  example,  the  **  bacillus  numericus," 
the  bacillus  which  attacks  an  institution  and  makes  it 
think  that  numbers  mean  progress.  There  is  another 
which  causes  fatty  degeneration  of  the  heart,  or  in  some 
cases  institutional  elephantiasis.  Then  there  is  the  mi- 
crobe which  causes  us  to  revert  to  the  past  years,  and 
always  to  oppose  any  change.  The  condition  that  results 
from  that  is  sclerosis  of  the  open  mind. 

But  I  am  not  here  to  make  a  catalog  of  collegiate  ills ; 
I  am  here  simply  to  bring  you  greetings  of  the  State  of 
New  York.  I  am  not  here  as  a  diagnostician,  and  I  would 
far  rather  talk  about  friendship  than  old  age.  I  am  here 
representing  the  State  that  was  once  the  province  of  New 
York.  (We  are  still  thought  to  be  provincial.)  But  that 
province  and  the  province  of  New  Jersey,  which  is  also 
provincial  still  I  suppose,  in  its  way,  were  the  Regents 
at  the  birth  of  this  institution,  this  institution  that  was 
born  of  a  Queen,  that  is  herself  a  Queen.  In  these  demo- 
cratic days  we  do  not  dare  to  say  in  the  language  of  old, 
'  *  Oh  Queen !  Live  forever ! ' '  But  we  do  dare  to  prophesy 
that  Rutgers  will  live  forever! 

President  Demabest  :  The  college  founded  just  before 
Queen's  College,  among  the  Colonial  institutions  of  our 
country,  was  Brown  University. 

It  has  been  said  that  New  Brunswick  always  has  some 
connection  with  everything  of  note  that  happens  any- 
where. I  was  very  much  interested  to  find,  the  other 
day,  in  glancing  through  the  history  of  Brown  University, 
published  since  the  celebration  of  its  one  hundred  and 
fiftieth  anniversary  two  years  ago,  that  James  Manning, 
who  was  so  largely  instrumental  in  the  founding  of  that 
institution,  was  born  very  close  to  the  City  of  New  Bruns- 
wick in  the  little  community  that  we  call  Piscataway.    I 


Pageant,  Episode  VI;     THE  FLAG  KAISING,  1861 


FRIDAY,  OCTOBER  THIRTEENTH  97 

was  greatly  gratified  to  know  that  our  City  was  thus  so 
close  to  that  work  of  foundation  upon  which  has  been 
built  so  great  a  structure  as  the  present  Brown  Uni- 
versity. 

Dr.  Hibben  spoke  of  our  friendly  relations.  My  friend- 
ship with  Dr.  Hibben  has  been  a  very  happy  thing  during 
these  recent  years,  and,  from  the  time  of  my  entering  on 
the  office  of  President  of  Rutgers  College,  I  have  some- 
how or  other  had  a  peculiar  feeling  of  friendship  also 
with  the  President  of  Brown  University.  I  have  pleasure 
in  introducing  him  tonight — Dr.  William  H.  P.  Faunce. 

SPEECH 
William  H.  P.  Faunce,  D.D.,  LL.D. 

President  of  Brown  University 

I  am  very  happy  to  bring  greetings  from  another 
Colonial  college  which,  two  years  ago,  celebrated  its  one 
hundred  and  fiftieth  anniversary,  and  heartily  hope  that 
you  may  find  in  your  festival  all  that  we  found  in  ours. 

We  listened  this  morning  to  one  of  the  most  compact, 
comprehensive  and  interesting  historical  addresses  ever 
delivered  on  any  academic  occasion.  And,  listening,  I 
was  convinced  that  no  other  college  in  America  has  quite 
so  picturesque  a  one  hundred  and  fifty  years  as  has  Rut- 
gers College. 

The  tragedy,  or  comedy,  of  these  interacademic  festi- 
vals is  that  there  are  so  many  dignitaries  present  that 
none  of  us  amounts  to  very  much.  At  home  we  are  ac- 
customed to  being  large  men  in  small  places,  and  when 
we  get  here  some  of  us  find  we  are  small  men  in  a  large 
place.  When  rainbow  colored  hoods  are  seen  by  the 
score,  when  dignitaries  foregather  under  every  green 
tree,  when  notabilities  crowd  the  curbstone,  somehow  the 
individual  withers,  and  our  home  dignities  are  lost  in  the 
melting  pot  of  fame. 

On  one  of  these  occasions  some  time  ago  the  presiding 
officer,  being  my  friend,  or  professing  to  be,  introduced 


98  RUTGERS  CELEBRATION 

me  in  a  somewhat  nebulous  and  dubious  manner  when 
he  said:  **I  now  have  the  pleasure  of  presenting  to  you 
the  well  known  Dr.  Brown  of  Roger  Williams  Uni- 
versity ! ' ' 

I  want  to  say  at  this  place  that  we  found  two  years  ago 
at  Brown  University  that  we  were  entering  into  a  very 
unexpected  experience.  We  discovered  what  we  had 
known  before  but  had  failed  to  realize:  that  a  festival 
of  this  kind  looks  forward  quite  as  much  as  backward; 
that  by  understanding  our  past  we  come  to  understand 
our  present  task  as  never  before ;  that  by  going  back  to 
the  founders  all  the  horizon  of  the  present  is  clarified 
and  all  the  pathway  of  the  future  illuminated  with  fresh 
light.  I  am  sure  that  will  be  the  experience  of  Rutgers 
through  this,  its  great  festival. 

Here  at  Rutgers  you  have  a  fine  and  rare  combination 
of  the  privately  endowed  institution  with  the  state  sup- 
ported enterprise.  We  have  been  taught  in  America  for 
many  years  that  privately  endowed  institutions  are  in 
one  class  and  the  state  supported  in  quite  a  different  and 
wholly  unrelated  class.  We  have  been  told  that  in  the 
privately  endowed  institutions  we  have  the  warm,  rich 
loyalty,  the  fine  old  tradition  and  the  spirit  of  sacrifice 
for  the  common  good.  There  every  building  is  the  gift 
of  some  individual;  every  bust  or  portrait  speaks  with 
eloquent  voice  of  the  spirit  of  sacrifice  for  the  common 
good.  And  the  power  of  personality  suffuses  and  pene- 
trates the  entire  institution. 

On  the  other  hand,  we  have  been  told  that  the  state 
university  as  an  institution  is  really  a  group  of  voca- 
tional schools  penetrated  by  a  commercial  and  material- 
istic aim,  where  efficiency  is  at  the  front,  and  where  bread 
and  butter  by  all  means  are  to  be  secured.  But  right 
before  our  eyes  that  contrast  is  disappearing  today,  and 
Rutgers  has  furnished  and  is  furnishing  suggestions  to 
our  institutions  all  over  the  land.  That  contrast,  I  say, 
is  disappearing.  Has  any  privately  endowed  institution 
in  this  country  received  a  greater  private  gift  than  came 


FRIDAY,  OCTOBER  THIRTEENTH  99 

a  few  years  ago  to  the  University  of  Wisconsin?  Has 
any  privately  endowed  institution  in  this  country  re- 
ceived from  private  means  more  spacious  buildings  than 
some  which  have  come  to  the  University  of  California! 
From  the  very  beginning  was  not  the  University  of  Vir- 
ginia filled  with  personal  loyalties,  with  noble  and  fine 
traditions,  with  allegiance  to  the  individuals  who  sacri- 
ficed greatly  that  it  might  exist?  On  the  other  hand  the 
State  of  New  Hampshire  has  been  contributing  for  many 
years  to  Dartmouth  College.  The  State  of  Rhode  Island 
has,  in  recent  years,  made  an  annual  grant  to  Brown 
University  for  graduate  study  for  training  the  teachers 
for  the  high  schools.  Thus  our  state  universities  are 
coming  to  acquire  those  personal  qualities  which  have 
meant  so  much  in  the  upbuilding  of  the  older  institutions, 
and  we  who  represent  the  older  ones  are  coming  to  de- 
pend on  public  sympathy — and  that  necessarily,  in  the 
end,  means  public  means — as  we  did  not  in  the  beginning. 
So  I  say  that  the  story  that  has  been  told  us  today  is 
significant  to  the  life,  not  only  of  Rutgers,  but  of  our 
country  at  large. 

The  older  and  privately  endowed  colleges  have  been 
marked  by  great  simplicity  and  directness  of  aim.  They 
aimed  at  the  making  of  men.  They  aimed  at  the  founda- 
tions of  personality,  and  how  well  they  achieved  their 
purpose  the  whole  history  of  America  shows. 

President  Wheeler  of  the  University  of  California  was 
telling  me  some  time  ago  that  he  went,  in  his  youth,  to 
a  private  school  among  the  hills  of  New  England.  I  said : 
''That  is  a  very  excellent  school,  but  why  did  you  go 
there?  Did  you  have  any  special  relations  with  it?" 
**No,"  he  said;  ''but  my  father  sent  for  the  catalogs  of 
all  the  schools  in  New  England,  and  then  he  selected  that 
one  because  it  was  described  as  being  'twelve  hundred 
and  fifty  feet  above  the  sea  and  seven  miles  from  any 
form  of  sin.'  " 

Well,  that  describes  exactly  the  location  of  many  of 
our  old  schools  and  colleges ;  though,  alas,  not  all  of  them. 


100  RUTGERS  CELEBRATION 

We  all  claim  distance  from  sin.  But  the  older  schools 
achieved  a  growth  of  personality  which  has  penetrated 
all  the  institutions  of  this  country,  and  they  cast  light 
upon  a  saying  of  Goethe  which  I  have  quoted  many  times 
to  the  teachers  of  my  own  faculty.  Goethe  said,  as  you 
know,  **"We  exist  for  the  sake  of  that  which  may  be  done 
in  us ;  not  for  the  sake  of  that  which  may  be  done  through 
us."  There  you  have  the  dividing  line  in  the  two  types 
of  educators  struggling  for  the  mastery  in  this  country 
today ;  those  who  believe  personality  should  be  foremost, 
and  those  who  believe  that  we  exist  for  results  outside 
the  person.  At  least  there  is  this  possible  reconciliation : 
nothing  worth  while  ever  will  be  done  through  the  young 
people  of  this  country  unless  first  something  is  done  in 
the  young  people  of  this  country. 

What  is  it  that  makes  a  great  teacher!  What  was  it 
that  produced  teachers  who  could  thus  shape  personality 
and  careers  and  lend  inspiring  power?  It  was  not  the 
laboratories,  because  the  little  colleges  had  almost  none. 
It  was  not  the  libraries.  Yale  began  with  forty  books, 
and  began  greatly.  It  was  not  the  buildings.  They  were 
shabby  and  dilapidated  in  many  cases.  It  was  not  the 
campus.  What  is  it  that  made  the  great  teachers  in  this 
country?  It  can  be  summed  up  in  the  one  word  ** per- 
sonality. '  *  The  students  know  that  something  is  happen- 
ing in  the  teacher 's  mind,  that  he  is  now  conquering  new 
intellectual  territory.  When  a  class  know  that  some- 
thing vital  and  important  is  happening  in  the  teacher's 
mind  they  hang  on  his  lips,  throng  his  classroom,  and 
give  him  the  homage  of  the  immature  mind  to  the  rich 
and  great  mind.  And  there  is  no  substitute  for  that. 
While  buildings  may  grow  and  campus  may  extend  and 
equipment  increase,  it  will  still  always  be  that  vital  thing 
that  will  make  the  great  teacher,  the  personality  behind 
the  desk  that  kindles  young  minds  into  flame.  And  then 
the  fire  spreads.  It  burns  up  laziness  and  apathy  and 
runs  through  a  college  as  fire  through  dry  forests. 

These  old  Colonial  colleges  taught  the  creators   of 


12; 


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FRIDAY,  OCTOBER  THIRTEENTH  101 

America  how  to  think.  Twenty-five  years  ago,  even  ten 
or  fifteen  years  ago,  we  all  disparaged  the  doctrine  of 
mental  discipline.  We  said  it  had  gone  by  the  board, 
that  there  is  no  such  thing  as  general  mental  power  but 
only  unrelated  powers.  But  today  that  old  doctrine  is 
being  rehabilitated  by  some  of  our  best  psychologists. 
It  will  never  come  back  in  its  old  form,  in  that  old  pure 
abstraction,  which  was  first  presented ;  but  we  are  coming 
to  believe  that  there  is  a  possibility  of  so  developing  the 
personality  that  it  can  grapple  with  more  than  one  task 
in  life  and  fill  more  than  one  sphere. 

I  received  some  years  ago  a  letter  from  the  head  of 
one  of  the  largest  industrial  enterprises  in  this  country. 
And,  if  I  mistake  not,  some  of  the  other  college  execu- 
tives here  tonight  received  one  also.  He  said:  ** We  want 
to  get  a  man  to  take  charge  of  our  two  thousand  em- 
ployees. We  want  him  to  engage  and  dismiss  them  and 
train  them  for  their  work."  He  sent  me  a  chart  of  the 
qualities  required;  and  I  wish  I  had  that  chart  here  to- 
night. It  came  from  a  man  whose  whole  life  has  been 
spent  in  the  industrial  world.  "The  man  we  want,'*  he 
said,  "first  of  all  must  be  a  good  analyzer.  Secondly,  he 
must  be  able  to  observe  the  limitations  of  men.  Third, 
he  must  be  able  to  discern  the  possibilities  of  men. 
Fourth,  he  must  be  able  to  perceive  by  what  course  of 
training  these  men  may  be  made  to  realize  their  possi- 
bilities and  so  be  promoted.*'  I  sent  the  names  of  two 
or  three  men,  but  my  suggestions  did  not  seem  to  take 
effect.  The  man  he  chose  had  those  qualities.  He  was 
last  week  inaugurated  as  President  of  Dartmouth  Col- 
lege. If  a  man  could  accurately  read  men's  limitations 
and  possibilities  and  lead  men  out  of  limitations  to  possi- 
bilities he  could  have  almost  any  job  that  the  world  could 
offer. 

When  I  spent  a  few  days  in  Singapore,  out  under  the 
equator,  a  few  years  ago,  I  met  there  an  agent  of  the 
Standard  Oil  Company,  and  we  talked  about  the  young 
men  they  were  putting  into  the  various  positions  through- 


102  RUTGERS  CELEBRATION 

out  the  Orient.  He  said:  '*A  few  years  ago  we  used  to 
train  our  men  in  America,  and  after  testing  them  at  the 
home  offices  we  brought  them  here.  We  have  dropped 
that  now.  For  the  very  training  in  America  sometimes 
spoiled  them  for  this  region.  The  very  things  that  will 
fit  one  for  the  position  in  the  home  office  in  America  may 
unfit  him  for  the  position  here  in  the  Orient.  Now  we 
are  taking  young  men  without  any  business  experience 
whatever,  we  are  taking  them  from  the  commencement 
platform  in  the  American  college,  and  we  plunge  them 
into  the  Oriental  business.  To  succeed  out  here  we  feel 
that  the  man  should  have  a  broad  view;  he  should  have 
a  trained  mind ;  he  should  have  the  ability  to  concentrate ; 
he  should  have  the  ability  to  adapt  himself  to  all  climates 
and  all  kinds  of  people ;  and  we  find  we  can  do  best  today 
by  getting  the  graduates  of  our  American  colleges,  who 
may  know  nothing  about  business  but  who  are  ready  for 
life."  The  business  leaders  are  looking  today  to  the 
American  college  more  than  ever  before  in  the  history 
of  our  country  for  the  material  with  which  to  build  their 
organizations. 

Now,  on  the  other  side,  just  a  moment.  These  state 
educational  enterprises  in  this  land  are  giving  to  our 
older  institutions  a  new  and  deep  conception  of  their 
public  duty  and  of  the  possibility  of  public  service.  I 
have  not  used  the  phrase  ** private  institutions"  tonight, 
for  there  is  no  private  institution  in  the  country.  No  one 
has  any  business  to  say  his  college  is  a  private  institu- 
tion. It  may  be  privately  endowed  but  it  is  publicly  re- 
sponsible. 

What  is  a  good  man!  What  makes  a  good  citizen 
today?  You  may  judge  of  an  era  by  its  definition  of 
goodness.  In  the  Middle  Ages  the  good  man  was  typified 
as  standing  on  his  pillar  amid  the  scorching  heats  of 
summer,  drawing  up  by  a  cord  the  food  the  people 
brought  him  as  they  stood  at  the  base  of  the  pillar  ador- 
ing the  good  man.  No  one  of  us  accepts  that  conception 
of  a  good  man  today.    We  know  what  the  good  man  was 


FEIDAY,  OCTOBER  THIRTEENTH  103 

according  to  John  Bunyan.  To  John  Bunyan  the  good 
man  was  the  escaping  man,  the  man  in  flight.  There  is 
truth  in  that  allegory,  but  by  no  means  the  whole  truth, 
and  anyone  who  accepts  that  as  a  complete  picture  of 
the  truth  is  totally  out  of  sympathy  with  the  needs  of 
the  twentieth  century. 

What  is  a  good  telephone?  A  good  telephone  is  not 
only  made  of  the  right  material  or  of  correct  pattern, 
but  it  is  primarily  one  that  is  in  touch  with  all  other 
telephones  on  the  line;  one  in  communication  with  the 
central  telephone  exchange  and  so  in  touch  with  all  of 
the  other  telephones  in  the  homes  and  offices  of  the  city. 
To  be  good  is  to  be  in  right  relation  with  our  fellow  men, 
and  the  very  essence  of  goodness  is  in  that  rightness  of 
relation. 

**When  ye  pray,"  says  the  New  Testament,  **when  ye 
pray,  say  Our."  Not  only  when  we  pray  but  when  we 
toil,  when  we  plan,  when  we  study,  when  we  educate,  we 
must  say,  *  *  Our. ' '  The  lost  boy  in  the  great  city  of  New 
York  is  our  boy  and  we  are  responsible  for  his  being  lost. 
That  lost  girl  is  our  girl,  and  her  fall  is  a  part  of  the  fall 
of  the  social  order  that  tolerates  and  produces  her.  That 
case  of  infantile  paralysis  in  the  tenement  is  our  paraly- 
sis, and  if  we  ignore  it  the  disease  will  come  creeping 
down  the  street  and  into  the  room  where  our  little  ones 
lie  in  the  cradle.  Not  only  when  we  pray,  but  when  we 
build  cities,  when  we  build  our  colleges,  when  we  come 
out  on  nights  like  this  into  the  greater  sphere  of  greater 
American  education,  we  are  learning  to  say  *  *  our. '  *  Then 
we  go  back  to  our  task  heartened  and  inspired,  each  one 
of  us  facing  his  own  private  difficulty,  each  one  to  bear 
his  own  personal  burden,  each  one  to  fight  his  own  pri- 
vate battle,  with  new  courage  and  hope  because  of  this 
feeling  that  all  his  colleagues  with  him  are  saying,  *  *  This 
is  our  task,  our  battle,  our  country  that  we  are  trying 
through  these  colleges  to  serve."  That,  after  all,  is  the 
great  benefit  of  this  academic  festival.  It  is  more  than 
parading  in  bright  colors;  it  is  more  than  listening  to 


104  RUTGERS  CELEBRATION 

after  dinner  speeches.  It  is  the  assurance  that  each  one 
of  us  acquires  that  his  life  is  a  contribution  to  the  life 
total,  that  his  problems  are  not  individual  problems  but 
part  of  the  nation's  task.  And  so  we  go  back  to  our  task 
when  the  festival  is  over  with  a  new  zest ;  the  drudgery 
is  illuminated  and  the  burden  is  lightened,  and  our  petty 
problem  becomes  a  problem  for  the  whole  country  to 
solve. 

If  our  colleges,  founded  before  the  Eevolution,  can  re- 
tain that  power  to  develop  well  nurtured,  well  developed 
personality;  and  if,  in  addition,  they  can  acquire  that 
corporate  consciousness,  that  sense  of  social  responsi- 
bility, that  silent  partnership  with  the  state  which  has 
come  to  some  of  them,  they  will  not  be  found  wanting  in 
the  crises  of  the  nation's  life. 

A  friend  of  mine  years  ago  was  watching  the  building 
of  the  Houses  of  Parliament  in  Ottawa,  since  half  ruined 
by  the  great  fire.  He  spoke  to  three  stone  cutters.  To 
the  first  one  he  said :  ** What  are  you  working  for? "  And 
the  man  said,  **If  you  want  to  know,  I  am  working  for 
two  dollars  and  a  half  a  day."  That  was  all  he  could 
see;  he  had  no  thought  beyond  it.  Then  he  said  to  the 
second:  ** What  are  you  doing  here?"  And,  pointing  to 
the  blueprint,  the  second  replied,  **I  am  trying  to  cut  this 
stone  so  it  will  look  like  this  blueprint."  There  was  a 
man  who  had  some  little  understanding  of  his  task  as 
related  to  the  tasks  of  other  men.  Then  he  said  to  the 
third  stone  cutter:  **What  are  you  doing  here  today?" 
And,  pointing  up  to  the  rising  walls  and  parapets  and 
pinnacles  of  the  great  home  of  legislation  for  that  part 
of  the  British  Empire,  he  said:  **I  am  trying  to  do  my 
part  in  making  that."  There  was  a  man  whose  daily 
drudgery  was  redeemed  by  his  vision,  who  realized  the 
relation  of  the  work  of  his  hands  to  the  building  of  the 
world. 

May  this  festival  bring  this  consciousness  to  Rutgers 
College;  and  not  to  Rutgers  alone,  but  to  all  of  us  who 
today  have  enjoyed  its  abundant  and  gracious  hospitality. 


FRIDAY,  OCTOBER  THIRTEENTH  105 

President  Demarest:  We  have  been  greatly  honored 
in  having  with  ns  the  Minister  from  the  Netherlands. 
He  spoke  to  us  this  morning,  reading  what  he  had  to  say. 
We  enjoyed  it,  but  I  think  he  himself  more  enjoys  speak- 
ing freely,  and  he  will  say  a  few  words  to  us  again  to- 
night. 

SPEECH 

CHEVAIilER  W.  L.  F.  C  VAN  RaPPARD 
Envoy  Extraordinary  and  Minister  Plenipotentiary  from  the  Netherlands 

Mr.  President,  Ladies  and  Gentlemen:  It  is  very 
kind  of  you  that  after  having  had  to  listen  to  me  this 
morning  you  still  invite  me  to  speak  a  few  words  this 
evening  also. 

This  morning  I  spoke  especially  as  representative  of 
my  country,  as  Minister  from  the  Netherlands.  Perhaps 
you  will  allow  me  this  evening  to  speak  more  personally 
and  tell  you  why  I  am  so  happy  that  you  kindly  give  me 
again  the  occasion  to  address  you.  A  diplomat,  when  he 
comes  to  a  new  country,  always  tries  to  get  as  much  in- 
formation about  the  country  to  which  he  is  sent  as  pos- 
sible. So  when  three  years  ago  I  was  appointed  Minister 
to  Washington,  I  went  everywhere  in  Europe  to  get  my 
information  about  this  country.  I  heard  a  great  deal 
that  pleased  me,  but  there  were  also  some  small  things 
that  made  me  afraid.  One  of  the  small  things  I  heard 
of — and  I  do  not  think  it  is  a  small  thing  any  more — ^was 
that  Americans  were  great  after  dinner  speakers.  Put, 
so  I  was  told  by  my  informants,  the  average  American 
man  on  his  feet  during  or  after  a  banquet  and  he  will 
keep  his  audience  pleasantly  busy  between  ten  minutes 
and  two  hours.  Probably,  they  added,  you,  a  foreigner, 
will  not  enjoy  those  American  after  dinner  speeches  as 
much  as  the  other  members  of  the  audience,  because  it  is 
always  the  custom  for  after  dinner  speakers  to  tell  jokes, 
and  probably  you  often  will  not  understand  them.  And 
even  today  I  had  the  proof  of  that.    I  listened  with  great 


r 


106  RUTGERS  CELEBRATION 

attention  to  what  Mr.  Finley,  the  President  of  the  Uni- 
versity of  the  State  of  New  York,  said  just  now;  and  I 
must  admit  lots  of  his  jokes  I  did  not  understand.  For 
instance  why,  in  the  name  of  heaven,  did  he  call  the  young 
looking  President  of  Princeton,  **  Grandpapa  HibbenT' 
My  informants  on  the  other  side  further  said  that  in 
those  jokes  very  often  colored  people  were  introduced 
as  heroes,  and  those  colored  people  used  quite  a  peculiar 
slang,  which  would  be  difficult  for  me  to  understand,  they 
thought.  Finally  they  told  me  that  the  representative 
of  a  foreign  country  was  always  a  much  sought  after 
person  for  after  dinner  speeches,  and  that  to  speak  after 
dinner  was  in  their  opinion  more  the  attribute  and 
requirement  of  a  diplomat  than  to  write  political  reports 
to  his  country;  because  those  reports,  they  ironically 
hinted,  would  probably  never  be  read  by  his  Government, 
whereas  his  speeches,  if  the  newspaper  men  were  pres- 
ent, would  appear  in  the  newspaper  and  would  be  very 
much  read.  So  figure  yourself  in  my  position,  not  even 
accustomed  to  speaking  in  public  in  my  own  language, 
now  obliged  to  speak  in  a  language  not  familiar  to  me, 
knowing  nothing  about  the  colored  people,  their  customs 
or  slang.    You  bet  your  life  I  was  scared! 

I  remember  my  first  experience  in  this  line.  I  had  to 
speak  at  a  banquet  in  New  York  a  few  days  after  my 
arrival  in  the  United  States  before  three  or  four  hundred 
people.  I  had  carefully  prepared  my  speech,  thinking 
that  that  would  do.  But  immediately  I  saw  that  would 
not  do.  I  quickly  felt  and  realized  that  I  could  not  com- 
pete with  American  citizens  in  speaking  after  dinner. 
After  that  I  changed  my  tactics.  I  stopped  trying  even 
to  be  clever  and  decided  when  it  was  my  turn  to  speak 
simply  to  get  up  and  let  my  heart  speak.  I  said  quite 
simply  what  came  into  my  mind.  And  then  I  suddenly 
remarked  that  by  acting  in  that  way  I  came  in  touch 
with  my  audience.  There  seemed  to  be  a  sympathy  be- 
tween them  and  me.  I  explain  this  sympathy  because,  as 
a  rule,  I  had  to  speak  before  audiences  who  were  Nether- 


FEIDAY,  OCTOBER  THIBTEENTH  107 

lands  citizens  or  American  citizens  descendants  of  the 
old  Dutch  settlers;  we  were  of  the  same  family.  And 
curiously  and  happily,  now  that  I  am  speaking  to  you,  I 
have  that  same  feeling  and  I  know  that  we  go  along  to- 
gether, with  the  same  friendly  feelings  existing  between 
us  as  existed  between  the  founders  of  this  college  and 
their  motherland.  I  state  with  pleasure  and  satisfaction 
that  you,  as  their  successors,  have  taken  over  that  Dutch 
cordiality,  joviality,  and  hospitality  that  surely  those  old 
Dutch  settlers  had.  And  if,  in  1766  when  this  college 
was  founded,  the  united  provinces  had  been  able  to  send 
over  to  you  a  representative  of  the  Netherlands  I  feel 
sure  that  that  man  should  not  have  found  a  kinder  re- 
ception at  Rutgers  College  than  I  have  had  one  hundred 
and  fifty  years  later  the  pleasure  of  meeting  at  your 
hands.  And  therefore  when  I  let  my  heart  speak,  it  only 
utters  words  of  gratitude. 

I  thank  you  for  this  kind  reception,  and  I  thank  you, 
Mr.  President  and  Rutgers  College,  more  particularly 
for  the  great  honor  that  you  will  confer  upon  me  to- 
morrow morning  by  giving  me  the  degree  of  Doctor  of 
Laws.  Thirty  years  ago  I  began  my  law  studies  at  the 
renowned  University  of  Leyden.  Now  I  reach  the  crown 
of  my  law  studies  by  getting  the  degree  of  Doctor  of  Laws 
at  Rutgers  College.  By  honoring  me  in  that  way  you 
associate  me  with  two  of  the  foremost  educational  institu- 
tions which  have  given,  not  only  to  their  countries,  but  I 
dare  say  also  to  the  world,  men  of  great  distinction. 

Mr.  President,  I  listened  this  morning  with  the  greatest 
attention  to  your  historical  address  and  I  will  prove  to 
you  that  I  listened  to  it.  You  told  us  that  years  and 
years  ago,  when  there  was  a  question  as  to  where  your 
college  should  be  established,  there  was  one  gentleman — 
I  do  not  remember  his  name  just  now — who  said  it  was 
better  to  pick  New  Brunswick.  One  of  the  reasons  he 
gave  was  because  there  were  such  beautiful  women  in 
New  Brunswick.  I  have  been  here  twenty-four  hours,  I 
have  had  occasion  to  see  a  pageant  this  afternoon,  I  have 


108  RUTGERS  CELEBRATION 

had  the  pleasure  of  being  introduced  to  several  ladies 
of  New  Brunswick,  now  I  see  lots  of  the  fair  sex  in  the 
galleries  above  me,  and  I  wish  to  state  that  the  old  gentle- 
man who  two  hundred  years  ago  made  the  choice  of  the 
site  of  the  College  was  quite  right.  If  I  had  been  in  his 
place  I  should  surely  also  have  voted  for  New  Bruns- 
wick. 

Therefore,  after  my  words  of  gratitude  to  you,  I  make 
my  bow  to  the  ladies  of  New  Brunswick. 

President  Demarest  :  The  speeches  of  the  evening  are 
over.  I  simply  want  to  add  that  the  delegates  are  to 
unite  in  procession  to  the  Kirkpatrick  Chapel  tomorrow. 
They  will  meet  in  the  Library  at  half  past  nine  and  the 
exercises  will  begin  at  the  Chapel  at  ten. 

CLASS  EEUNION  DINNERS 

On  Friday  evening  also  the  class  reunion  dinners  of 
the  alumni  were  held.  Certain  anniversary  classes  had 
reunions  by  themselves.  In  most  instances  because  of 
limited  rooms  available,  the  classes  met  in  groups.  Ar- 
rangements in  general  were  made  by  the  alumni  chair- 
man and  secretaries  in  New  Brunswick,  and  the  classes 
assembled  as  shown  in  the  program  given  in  full  in  the 
Appendix. 

Probably  six  hundred  alumni  in  all  attended  these 
dinners. 

TORCHLIGHT  PROCESSION  AND  SINGING 

Also  on  Friday  evening  the  undergraduates  formed 
on  the  Queen's  Campus,  paraded  in  torchlight  procession 
through  tlie  city,  and  on  their  return  gave  a  program  of 
college  singing  on  the  campus  at  the  old  Queen's  Build- 
ing, where  the  alumni  in  large  number  joined  with  them. 


SATURDAY 
OCTOBER  FOURTEENTH 


RECOGNITION  OF  DELEGATES  AND  CONFER- 
RING OF  DEGREES 

The  Kirkpatrick  Chapel,  10:00  A.  M. 

The  second  formal  academic  session,  the  reception  of 
delegates  and  the  conferring  of  honorary  degrees,  came 
on  Saturday  morning.  The  day  was  bright  and  fine, 
perfect  weather  following  on  the  unpleasant  weather  of 
the  afternoon  before.  The  Trustees,  candidates  for  hon- 
orary degrees,  and  delegates  assembled  at  the  Library 
at  half  past  nine.  The  Faculty  assembled  at  the  Engi- 
neering Building.  The  academic  procession  moved  from 
the  Library,  led  by  the  President  of  the  College  with 
Nicholas  Murray  Butler,  Ph.D.,  LL.D.,  Jur.D.,  President 
of  Columbia  University ;  the  Rev.  William  Bancroft  Hill, 
D.D.,  Trustee,  followed  with  Alexander  Meiklejohn, 
LL.D.,  President  of  Amherst  College.  The  candidates 
for  honorary  degrees  with  Trustees  as  escorts  were  next ; 
Chevalier  W.  L.  F.  C.  van  Rappard,  and  his  escort,  the 
Hon.  A.  T.  Clearwater,  LL.D. ;  the  Hon.  Joseph  H.  Choate 
and  Luther  Laflin  Kellogg,  LL.D. ;  Chancellor  Robert  E. 
"Walker  and  William  E.  Florance,  Esq.;  Mr.  Robert  E. 
Speer  and  the  Rev.  William  I.  Chamberlain,  D.D. ;  Dean 
Virginia  Crocheron  Gilder  sleeve  and  the  Rev.  Henry  E. 
Cobb,  D.D.;  President  Ernest  Martin  Hopkins  and 
Charles  L.  Edgar,  Esq.;  the  Rev.  David  James  Burrell 
and  the  Rev.  Joseph  R.  Duryee,  D.D. ;  the  Rev.  Elisha 
Brooks  Joyce  and  the  Rev.  John  H.  Raven,  D.D. ;  the 
Rev.  Ame  Vennema  and  the  Rev.  J.  Preston  Searle,  D.D. ; 
Professor  Chuzaburo  Shiba  and  Mr.  Leonor  F.  Loree; 
Mr.  Peter  Cooper  Hewitt  and  Mr.  Paul  Cook;  Professor 
John  Livingston  Rutgers  Morgan  and  Philip  M.  Brett, 
Esq.;  Mr.  Henry  Jane  way  Hardenbergh  and  Frederick 
Frelinghuysen,  Esq.;  Professor  Austin  Wakeman  Scott 
and  Alfred  F.  Skinner,  Esq. 

Ill 


112  RUTGERS  CELEBRATION 

Entering  the  Chapel  the  President  of  the  College,  the 
speakers,  the  candidates  for  degrees,  and  Trustees  pro- 
ceeded to  the  platfoi-m.  The  delegates  and  the  Faculty 
occupied  the  body  of  the  Chapel.  The  remaining  seats 
were  filled  by  guests  and  by  alumni  who  entered  without 
procession.  The  exercises  were  marked  by  great  sim- 
plicity and  dignity,  the  speakers  and  the  candidates  for 
degrees  were  given  enthusiastic  reception,  and  the  pro- 
gram was  not  prolonged  by  interludes.  The  full  program 
was  as  follows: 

President  Demarest:  Prayer  will  be  offered  by  the 
Reverend  William  Bancroft  Hill,  D.D.,  Professor  in  Vas- 
sar  College  and  Trustee  of  this  College. 

Rev.  W.  Bancroft  Hill:  0  blessed  Father  of  Light 
and  Power,  God  of  our  Fathers,  Our  Father  and  Our 
God:  In  the  multitude  of  Thy  mercies  we  come  before 
Thee  this  morning;  we  lift  our  hearts  unto  Thee  in 
thanksgiving  for  all  the  glorious  past  of  this  College  and 
all  those  who  have  labored  here.  We  thank  Thee  for  the 
strong  men  who  have  gone  forth  from  these  walls  trained 
for  Thy  service  and  the  service  of  their  fellow  men.  We 
thank  Thee  for  the  influences  which  have  reached  forth 
to  the  very  ends  of  the  earth,  and  for  the  high  purposes 
and  noble  achievements  of  those  who  have  called  them- 
selves sons  of  Rutgers.  We  ask  that  all  the  memories 
of  the  past  and  all  the  rich  charities  which  have  come 
down  to  us  may  be  blessed  and  sanctified  and  made  of 
use  to  us. 

Our  prayer  is  unto  Thee,  0  God,  for  the  future ;  that 
as  the  past  has  been  rich  in  achievement  the  future  may 
be  even  more  so ;  that  in  power  and  wisdom  and  strength 
those  who  have  the  charge  of  this  College  and  its  in- 
terests and  those  who  are  trained  herein  may  be  able 
to  render  to  their  country,  to  their  fellow  men,  and  to 
Thee  the  service  that  the  time  and  the  occasion  shall  de- 
mand; that  ever  and  always  they  shall  be  a  source  of 
power  in  the  world. 


SATURDAY,  OCTOBER  FOURTEENTH  113 

Consecrate  unto  us,  0  God,  this  pleasant  hour.  May 
we,  in  the  consciousness  of  Thy  high  claim  upon  each 
one  of  us,  bow  before  Thee  in  humility  and  loyalty,  seek- 
ing Thy  blessing  and  pledging  ourselves  to  Thy  service. 
We  ask  it  for  the  sake  of  Christ,  our  Saviour.    Amen. 

President  Demarest  :  In  the  joy  of  hospitality  it  seems 
that  a  word  of  welcome  to  the  delegates  from  other  in- 
stitutions is  almost  needless.  We  would  like  to  add  to 
the  deed,  however,  the  word — the  word  of  cordial  greet- 
ing to  those  who  have  come  to  us  from  institutions  far 
and  near,  to  share  with  us  the  joy  of  this  anniversary 
time.  I  have  particular  pleasure  in  welcoming  you  within 
these  walls.  I  like  to  welcome  you  as  representatives  of 
institutions  of  learning  and  institutions  of  religion,  as 
again  and  again  we  remind  the  young  men  who  gather 
here  daily  that  religion,  the  faith  of  the  fathers,  is  the 
foundation  of  all  sound  wisdom.  I  am  glad  to  welcome 
you  within  these  walls  on  which  hang  portraits  of  men 
who  laid  the  foundations  of  this  institution,  who  wrought 
faithfully  in  their  day  and  generation,  and  whose  works 
do  follow  them.  They  are  looking  down  upon  us  here — 
Frelinghuysen  and  Taylor  and  DeWitt,  and  the  many 
whose  names  I  shall  not  rehearse,  but  which  carry  to 
some  of  us  vivid  memories  of  fine  character,  of  high 
scholarship,  of  diligent  service. 

I  welcome  you  then,  the  representatives  of  institutions 
in  fraternity  with  Eutgers  College ;  representatives  of  old 
Colonial  colleges  in  the  peculiar  fellowship  of  that  early 
time  before  the  Revolution;  representatives  of  colleges 
founded  afterward — the  old  classical  colleges,  as  we 
used  to  call  them  and  perhaps  call  them  still,  founded  in 
the  early  years  of  the  last  century  and  during  all  the 
decades  of  that  century;  representatives  of  the  great 
universities  and  privately  endowed  foundations;  repre- 
sentatives of  technical  schools,  of  great  state  universities 
or  state  colleges;  representatives  of  the  universities  of 
foreign  lands,  of  learned  societies,  and  of  theological 


114  RUTGERS  CELEBRATION 

seminaries,  as  theology  was  so  closely  connected  with  the 
origin  of  this  College,  its  early  life,  and  indeed  through 
all  the  course  of  its  history. 

I  give  recognition  to  the  delegates  present  here,  bring- 
ing by  their  very  presence  greeting  to  this  College,  by 
simply  reading  the  names  of  the  institutions. 

(At  this  point  the  President  read  the  list  of  institu- 
tions, societies,  etc.,  represented  by  delegates,  as  printed 
in  the  Appendix.) 

To  each  delegate  personally  here  present,  representing 
an  institution,  I  give  cordial  welcome  as  I  give  it  to  the 
institution  itself. 

King's  College  was  founded  earlier  than  Queen's  Col- 
lege. It  has  become  Columbia  University.  I  have  great 
pleasure  in  introducing  Nicholas  Murray  Butler,  Presi- 
dent of  Columbia  University. 

ADDRESS 
Nicholas  Murray  Butler,  Ph.D.,  LL.D.,  Litt.D.,  Jur.D. 

President  of  Columbia  University 

Mr.  President,  Trustees,  Faculty,  Alumni  and  Stu- 
dents or  EuTGERs  College,  and  Fellow  Guests:  In  the 
midst  of  the  many  evidences  of  our  nation's  youth  we 
are  doubly  glad  to  make  careful  mark  of  all  evidences 
of  age.  For  a  generation  past,  since  we  celebrated  with 
pomp  and  circumstance  the  centenary  of  the  Declaration 
of  Independence,  we  have  sought  one  opportunity  after 
another  to  recognize  the  passing  of  the  milestones  in  the 
history  of  various  institutions  in  our  American  life.  It 
is  fortunate  and  it  is  significant  that  in  almost  every  case 
the  coming  to  an  age  of  one  hundred  years  or  one  hundred 
and  fifty  years  or  two  hundred  years,  and  in  a  few  rare 
cases  of  two  hundred  and  fifty  years,  has  been  on  the 
part  of  an  institution  devoted  to  education  or  to  religion. 
This  fact  of  itself  reflects  the  conditions  under  which  and 
the  causes  out  of  which  our  civilization  in  America  was 
established  and  by  which  it  has  been  chiefly  made. 


SATURDAY,  OCTOBER  FOURTEENTH  115 

Today  I  am  bringing  the  particular  greetings  of  a  col- 
lege once  called  King's  to  a  sister  once  called  Queen's 
on  a  century  and  a  half  of  truly  royal  accomplishment. 
The  names,  the  passing  of  the  years,  mark  the  difference 
in  the  two  epochs  of  the  then  and  the  now.  In  the  inter- 
val we  have  passed  from  one  world  to  a  wholly  new  one. 
Our  thoughts  are  quite  new  and  would  seem  strange  in- 
deed to  the  founders  of  this  old  College.  Our  very  vo- 
cabulary contains  a  host  of  familiar  words  which  would 
have  meant  nothing  to  them,  for  the  things  and  the 
thoughts  which  they  mark  were  then  undiscovered  or  un- 
recognized. But  across  this  great  gap  of  one  hundred 
and  fifty  short  years — short  in  terms  of  years,  but  how 
great  in  terms  of  contrast! — across  this  great  gap  there 
is  something  real  and  vital  and  continuing  which  binds 
us  to  the  beginning  of  this  College  and  to  the  thoughts 
of  the  past  and  to  the  faith  out  of  which  this  College 
sprang. 

I  like  to  think  that  what  binds  us  to  those  early  days 
is  a  common  aspiration,  an  aspiration  to  know,  to  enjoy, 
and  to  advance  the  things  of  the  spirit;  and  that  the 
spirit,  like  the  air  we  breathe,  surrounds  us  on  every 
side  and  makes  our  every  act  and  doing  possible  and 
significant.  It  is  this  aspiration  which  raises  men 
and  the  society  of  men  above  a  hive  of  industrious  and 
intelligent  bees,  or  above  a  hill  of  intelligent  and  indus- 
trious ants.  It  is  that  aspiration  which  founded  this  Col- 
lege. It  is  that  aspiration  which  nourishes  it.  It  is  that 
aspiration  which  will  continue  it  for  decades  and  for 
generations  and  centuries  to  come. 

A  college  is  primarily  a  home  of  the  spirit,  for  the 
cultivation  of  the  things  of  the  spirit,  and  for  the  passing 
on  of  the  spiritual  tradition  of  the  race  from  generation 
to  generation.  It  may  have  other  and  passing  purposes 
that  are  important,  but  that  is  its  chief  and  dominating 
and  continuing  purpose,  before  which  every  other  fades 
into  insignificance.  There  is  a  notion  abroad  in  the 
world,  a  notion  which  seems  to  me  as  unworthy  as  it  is 


116  RUTGERS  CELEBRATION 

shallow,  that  each  newborn  babe  is  at  liberty  to  recreate 
the  world  for  himself ;  that  his  own  pleasures  and  pains 
and  tendencies  and  instincts  are  to  be  given  a  value  and 
a  weight  in  excess  of  all  the  recorded  achievement  and 
experience  and  findings  of  the  race.  Surely  that  is  what 
Mr.  Arthur  Balfour  has  described  as  a  depraved  view  of 
education.  The  college,  on  the  other  hand,  exists  to  hold 
before  the  zealous  and  eager  youth  the  mirror  of  race 
experience,  that  he  may  see  what  manner  of  being  he  is ; 
what  forces  and  tendencies  have  produced  him  and  the 
world  in  which  he  lives ;  what  things  have  been  tested  and 
tried  in  the  great  laboratory  of  human  experience ;  what 
things  have  been  set  aside  by  the  sane  and  sagacious 
judgment  of  the  race  as  untrue,  unlawful,  and  of  evil 
report;  what  things  are  acclaimed  and  loved  and  ap- 
plauded as  the  basis  of  human  thinking  and  human  en- 
deavor. This  College,  and  every  college  which  feels  the 
blood  of  the  spiritual  life  coursing  through  its  veins, 
exists  to  that  end  and  for  that  purpose.  It  is  a  fine  and 
splendid  thing  that  here  on  this  red  soil  of  middle  Jersey 
there  has  been  for  a  century  and  a  half  a  group  of 
earnest  scholars  carrying  forward  the  spiritual  tradition 
of  the  race.  They  have  gone  each  his  way,  they  have 
gone  most  of  them  to  their  long  reward,  but  their  service 
is  marked  in  the  lives  of  hundreds  and  thousands  of 
youth  who  have  carried  from  this  hearthstone  the  in- 
extinguishable fire  of  spiritual  interest  and  spiritual  am- 
bition. 

We  are  not  today  celebrating  the  end  of  anything. 
We  have  come  only  to  what  may  be  called  a  station,  or 
perhaps  as  Xenophon  would  have  had  it  a  completed 
parasang,  in  the  long  march  of  the  spiritual  tradition. 
This  College  will  not  end  with  the  completion  of  one 
hundred  and  fifty  years  of  accomplishment.  It  will  still 
gain  from  contemplation  of  its  past  and  from  this  cere- 
mony new  strength  and  new  inspiration  for  the  limitless 
years  that  lie  ahead  and  beyond.  The  lesson  of  education 
is  a  difficult  and  a  dark  one  to  learn.    There  seems  to  be 


SATURDAY,  OCTOBER  FOURTEENTH  117 

no  end  to  the  possibility  and  the  capacity  of  human  enter- 
prise, of  human  intelligence,  and  of  human  aspiration. 
"We  may  not  measure  it,  we  dare  not  attempt  to  measure 
it,  in  terms  of  quantity ;  we  dare  not  attempt  to  describe 
it  in  terms  of  years,  or  of  things  that  are  weighed  and 
counted  and  measured;  for  it  eludes  all  these.  We  can 
only  measure  it  in  terms  of  human  power — that  power 
which  has  sound  intelligence,  guided  by  a  fine  and  noble 
spirit  and  driven  by  a  strong  and  earnest  character — and 
of  human  service.  That  goal  is  the  goal  of  this  College, 
the  goal  of  every  college  which  gladly  comes  today  to 
bring  its  word  of  congratulation  and  of  greeting;  and 
when  our  children  and  grandchildren  and  great-grand- 
children come  back  to  these  lawns  and  trees  after  an- 
other century  and  a  half  may  they  find  the  tradition  not 
only  unimpaired  but  strengthened.  May  they  find  this 
noble,  constructive  work  still  going  on,  and  may  they 
take  note  of  the  fact  with  what  joy  and  satisfaction  and 
confidence  we  have  brought  our  greetings  this  morning 
to  Rutgers  College,  once  called  Queen's,  on  the  comple- 
tion of  its  first  century  and  a  half  of  a  worthy  life  and 
service  to  American  citizenship  and  to  American  scholar- 
ship. 

President  Demarest:  Queen's  College,  Rutgers  Col- 
lege, always  has  had  a  characteristic  life  in  common  with 
what  are  commonly  called  the  classical  colleges,  the  small 
colleges,  the  liberal  culture  colleges — it  has  that  sympathy 
and  that  service  still  enduring  within  these  halls. 

It  gives  me  great  pleasure  to  introduce  the  President 
of  Amherst  College,  Dr.  Alexander  Meiklejohn. 

ADDRESS 
Alexander  Meiklejohn,  Ph.D.,  LL.D. 

President  of  Amherst  College 

Mr.  PREsmENT:  I  bring  to  you  today  the  greetings 
and  congratulations  of  the  "small  old  colleges  of  the 
East." 


118  RUTGERS  CELEBRATION 

May  I  say  at  the  beginning  that  I  am  often  resentful 
of  the  terms  of  endearment  which  are  applied  to  these 
institutions  for  which  I  speak.  They  are  often  called 
the  **dear  old  colleges"  very  much  as  we  speak  of  the 
"dear  little  old  red  schoolhouse"  or  as  boys  talk  of 
''dear  old  dad."  Underneath  the  endearment  one  gets 
the  suggestion  of  compassion  for  the  doddering  and  aged. 
"Oh,  yes,  he  was  a  good  fellow  in  his  day,  but  of  course 
his  day  has  gone  by. ' ' 

Now  I  am  here  to  protest  and,  if  need  be,  to  demon- 
strate that  these  "dear  old  colleges"  are  just  coming 
into  the  first  flush  of  their  lusty  youth.  And  the  proof 
is  very  easy  to  establish.  One  might  remark  that  the 
old  colleges  are  just  beginning  to  be  aware  of  the  pres- 
ence of  the  "other  sex"  in  the  field  of  education.  This 
would  seem  to  me  to  place  them  in  age  somewhere  be- 
tween fifteen  and  twenty  in  the  life  of  a  man.  And  in 
like  manner  an  examination  of  their  structure  and  func- 
tion would  point  to  the  same  conclusion.  If  there  are 
three  ages  of  man,  the  first  in  which  he  gathers  bulk, 
builds  up  tissue  and  substance ;  the  second  that  of  corre- 
lation, of  self-conscious  seeking  for  unity  and  organiza- 
tion; and  the  third  the  period  of  falling  away,  alike  in 
tissue  and  in  form ;  then  surely  it  is  not  hard  to  find  for 
the  college  its  proper  place  in  the  series.  Are  we  not 
still  seeking  for  bulk,  for  numbers,  for  buildings,  for 
students,  for  more?  A  few  evenings  ago  in  my  study, 
a  young  friend  said  to  me  in  joyful  tones:  "He's  only 
three  months  old  and  he  weighs  fifteen  pounds."  And 
I  caught  in  him  just  our  own  attitude  as  we  watch  for 
the  size  of  the  freshman  class.  Oh,  yes,  we  are  still,  even 
the  oldest  of  us,  in  the  time  of  appropriation,  in  the  flush 
of  early  youth.  And  younger  still,  there  are  beside  us 
those  huge  young  things  which  pile  thousands  upon 
thousands  of  students,  millions  upon  millions  of  endow- 
ments. These  surely  are  still  in  the  stage  of  sprawling 
infancy.  And  before  them  as  before  us  there  yet  lie  the 
days  of  manhood,  the  days  in  which  the  college  shall 


SATURDAY,  OCTOBER  FOURTEENTH         119 

become  conscious  of  its  own  fitrength,  shall  search  its 
heart  and  bring  together  all  its  yearnings,  its  impulses, 
its  motives  into  one  resolute  purpose,  the  well  defined 
task  of  higher  education  in  a  democratic  civilization. 

This  morning  I  should  like  to  mention  one  of  the  phases 
of  college  life  in  which  the  lack  of  correlation  is  clearly 
and  painfully  evident.  It  is  that  of  the  relations  between 
the  college  and  its  graduates.  Here,  it  seems  to  me,  we 
have  hardly  begun  to  think  of  the  principles  and  pur- 
poses involved. 

Is  it  not  true  that  our  demands  upon  the  alumni  are 
almost  wholly  external  and  quantitative?  Who  is  the 
loyal  graduate  of  a  college?  Is  he  not,  in  our  common 
view,  the  one  who  sends  in  more  students,  who  attends 
the  alumni  banquet,  who  organizes  the  alumni  council, 
who  makes  gifts  of  money  or  of  buildings  to  the  college 
which  he  loves?  Now  I  do  not  mean  that  these  are  not 
proper  activities  for  a  graduate  nor  that  they  do  not 
express  college  loyalty.  But,  on  the  other  hand,  they 
have  to  do  with  externals  and  unless  there  is  something 
deeper  within  them  the  graduate  and  his  college  are  not 
properly  related. 

Or  again,  one  of  our  most  common  tests  of  the  grad- 
uate's contribution  to  his  college  is  his  success  in  some 
chosen  activity.  "He  best  brings  glory  to  his  college,'* 
we  say,  **who  justifies  her  training  by  the  achievements 
which  he  makes."  And  so  we  go  to  ** Who's  Who"  and 
count  the  numbers  and  measure  the  values  which  the 
college  has  given.  If  a  college  has  trained  good  lawyers 
and  doctors  and  ministers  and  business  men  it  is  a  good 
college  and  nothing  more  need  be  said.  But  the  trouble 
is  that  very  much  remains  to  be  said.  The  test  is  good 
so  far  as  it  goes,  and  it  goes  fairly  far  on  the  surface, 
but  it  does  not  go  deep. 

What  is  the  real  test  of  a  graduate's  loyalty?  In  my 
opinion  it  is  not  hostile  to  these  of  which  we  have  spoken 
except  when  they  are  substituted  for  it.  Then  for  the 
sake  of  it,  for  the  sake  of  the  spirit  as  against  the  body, 
we  must  rise  up  and  destroy  them,  must  insist  that  every 


120  RUTGERS  CELEBRATION 

graduate  submit  to  the  genuine  test  of  membership  in 
a  college  community. 

What  man  is  loyal  to  a  college!  Surely  it  is  the  man 
who  is  interested  in  the  ''interests'*  of  the  college.  If 
a  college  teaches  biology,  that  man  is  of  the  college  who 
wishes  to  know  what  biology  has  to  tell.  If  the  college 
has  given  itself  up  to  the  pursuit  of  knowledge  and  ap- 
preciation philosophic,  literary,  scientific,  humanistic,  no 
man  who  has  ceased  from  that  pursuit  is  in  any  genuine 
sense  a  member  of  the  college  community.  I  sometimes 
think  that  the  only  real  test  of  our  teaching  is  that  of 
the  extent  to  which  pupils  continue  to  study  our  subjects 
after  they  leave  us.  If  philosophy  be  successfully  taught 
it  must  become  a  permanent  intellectual  interest  from 
which  the  learner  will  never  depart.  If  economics  be  not 
studied  by  the  graduate,  it  was  studied  to  very  little  ef- 
fect by  the  undergraduate. 

Some  day  I  am  hoping  to  take  part  in  a  discussion  of 
this  thesis:  "No  subject  has  a  proper  place  in  a  college 
curriculum  unless  we  have  a  right  to  expect  the  students 
to  continue  the  study  of  it  so  long  as  they  live."  The 
statement  is,  of  course,  an  exaggeration,  but  I  am  begin- 
ning to  think  that  it  has  the  root  of  the  matter  in  it.  If 
it  be  true,  then  the  college  is  a  place  where  a  boy  may 
learn  what  intellectual  pursuits  are  worthy  of  his  follow- 
ing; it  is  a  place  of  the  beginnings  of  study  and  the  end 
of  it  is  very  well  called  the  commencement. 

You  will  see  at  once  that  what  I  am  attacking  here  is 
the  pernicious  doctrine  that  it  ''makes  no  difference" 
what  subjects  one  studies  in  college ;  the  one  essential  is 
that  the  mind  be  "trained"  by  studying  something 
properly.  That  theory  of  college  instruction  seems  to 
me  hopelessly  false  and  bad.  It  makes  of  literature  and 
science  and  philosophy  and  history,  not  vital  and  essen- 
tial human  interests,  but  exercises  for  the  discipline  of 
children.  They  are  things  to  be  used  for  drill  and  then 
forgotten — things  to  be  put  aside  when  one  becomes  a 
man  and  begins  to  do  something  worth  while. 

As  against  this  notion  I  am  dreaming  of  the  college 


SATURDAY,  OCTOBER  FOURTEENTH  121 

community  as  a  body  of  thousands  of  men — teachers, 
graduates,  undergraduates — all  of  whom  are  engaged  in 
the  same  intellectual  operation,  in  the  same  great  enter- 
prise of  the  mind.  I  want  to  see  college  teachers  recog- 
nized as  men  to  whom  the  whole  nation  comes  for 
guidance  and  counsel.  I  am  eager  to  see  boys  coming 
for  instruction  to  men  from  whom  the  fathers  of  the 
same  boys  are  still  eagerly  receiving  instruction.  Do 
you  think  we  should  fail  to  **grip"  the  boy  if  that  were 
true?  Do  you  think  we  shall  ever  succeed  in  gripping 
him  until  it  is  true? 

How  shall  the  dream  be  realized?  It  must  be  done, 
for  without  just  such  intellectual  activities  as  this  no 
democracy  can  live.  How  shall  it  be  done?  Of  course 
the  first  step  is  to  get  the  gospel  believed.  It  was  sug- 
gested by  the  new  President  of  Dartmouth  that  we  should 
establish  summer  schools  for  alumni  and  the  same  sug- 
gestion has  been  recently  made  to  me  by  one  of  our  Am- 
herst graduates  who  has  been  feeling  the  same  need  and 
dreaming  the  same  dream.  Much  can  be  accomplished, 
I  am  sure,  by  the  development  of  the  graduate  magazines 
into  organs  of  study  and  discussion. 

But  I  must  not  try  to  solve  the  problem  in  detail  this 
morning.  These  eager  young  colleges  have  many  glori- 
ous tasks  before  them.  I  have  tried  simply  to  indicate 
one  of  them. 

Mr.  President,  on  the  one  hundred  and  fiftieth  birth- 
day of  Kutgers  CoUege,  I  congratulate  you  upon  its  lusty 
youth;  I  predict  for  it  a  splendid  and  vigorous  man- 
hood. 

President  Demarbst:  Eutgers  College,  having  its  en- 
during sympathy  and  co-work  with  the  colleges  which 
President  Meiklejohn  has  especially  represented,  has  also 
a  peculiar  sympathy  and  co-work  with  the  state  univer- 
sities and  state  colleges  of  our  land,  through  the  State 
College  of  New  Jersey  being  grafted  into  its  life. 

I  introduce  to  you  President  Edwin  Erie  Sparks  of 
Pennsylvania  State  College. 


122  RUTGERS  CELEBRATION 

ADDRESS 

Edwin  Erle  Sparks,  Ph.D.,  LL.D. 

President  of  Pennsylvania  State  College 

Mb.  President,  Friends  and  Admirers  of  the  Ancient 
AND  Honorable,  yet  Young  and  Vigorous  Rutgers: 
Rarely  is  it  given  to  a  man  to  bring  felicitations  upon  the 
one  hundred  and  fiftieth  birthday  and  to  find  the  recip- 
ient active,  vigorous,  and  in  full  possession  of  his  mental 
power  and  unlimited  in  his  usefulness  by  any  eight  hour 
law  of  national  or  local  enactment.  I  bring,  sir,  the 
greetings  of  that  particular  class  of  institutions  known 
as  the  State  College  and  the  State  University,  to  which 
Rutgers  was  admitted,  as  has  been  said  by  her  President, 
in  the  year  1864. 

The  evolution  of  the  idea  of  a  public  institution  sup- 
ported by  public  taxes  was  a  natural  complement  of  the 
idea  of  a  public  school  system  similarly  supported.  The 
capstone  simply  awaited,  if  you  please,  the  proper  set- 
tling of  the  foundation.  At  the  present  time  the  support 
of  the  public  school  system,  of  the  state  college  or  the 
state  university,  is  regarded  by  the  American  people, 
I  am  happy  to  say,  not  alone  as  a  duty,  but  even  as  a 
privilege.  Therefore  I  have  the  brashness  to  think  my- 
self commissioned  by  the  one  hundred  million  people  of 
the  United  States,  speaking  through  sixty-six  institu- 
tions which  represent  one  hundred  and  thirty  thousand 
students. 

In  the  development  of  this  modem  idea  of  education 
Rutgers  has  always  been  abreast  of  the  front  line  of 
progress.  She  has  aided  her  sister  colleges  and  uni- 
versities in  bringing  education  out  from  the  musty  clois- 
ter into  the  open  light  of  the  thronged  market  place. 
She  has  helped  to  develop  an  applied  education  for  the 
public  health,  the  public  prosperity,  and  the  public  wel- 
fare. Service  has  always  been  her  watchword.  "Take 
the  College  of  the  State  to  the  people  of  the  State"  is  the 


SATURDAY,  OCTOBER  FOURTEENTH  123 

slogan  under  which  Eutgers  has  aided  the  colleges  in 
wresting  secrets  of  truth  from  mother  nature  in  agri- 
cultural and  engineering  experiment  stations,  and  in 
sending  them  forth  by  those  missionaries  of  betterment, 
the  college  extension  workers.  In  this  line  of  public 
service  well  may  Rutgers  say,  **My  campus  is  the  Com- 
monwealth. ' ' 

In  another  particular  Rutgers  has  powerfully  aided 
her  sister  institutions,  and  that  is  in  the  constant  adjust- 
ment of  the  college  curriculum  so  as  to  maintain  the  old 
time  cultural  in  this  present  urgent  demand  for  the  prac- 
tical. Fifty  years  ago,  in  1864,  the  scion  of  utility  was 
easily  and  readily  grafted  upon  the  ancient  tree  of  Rut- 
gers culture,  and  she  has  held  fast  also  to  the  old  while  ad- 
mitting the  new.  In  the  beginning  of  that  great  industrial 
period  following  our  Civil  War,  which  is  still  upon  us, 
Rutgers  heard  the  demand  for  the  training  of  the  hand, 
and  out  of  the  simple  ''mechanic  arts"  she  helped  de- 
velop the  wonderfully  complex  and  varied  present 
courses  in  engineering. 

A  few  years  later  agriculture,  the  handmaiden,  if  you 
please — ^no,  better,  the  Cinderella — of  the  land  grant  col- 
leges, was  found  sitting  by  the  fireside,  discovered  by 
the  Prince  of  High  Prices ;  and  immediately  Rutgers  Col- 
lege answered  the  call  and  the  enrollment  of  students  in 
agriculture  increased  by  leaps  and  by  bounds.  It  is  in- 
teresting to  notice  how  the  public  call  is  always  responded 
to  in  these  state  institutions.  Somebody  has  well  said 
that  education  is  nothing  more  nor  less  than  a  constant 
adjustment  of  knowledge  to  need.  Fifty  years  ago  there 
was  only  civil  and  military  engineering.  About  thirty 
years  ago  this  College  instituted  a  course  in  electrical 
engineering  in  response  to  public  demand.  A  little  later 
came  a  demand  for  that  big  thing  which  we  scarcely  rec- 
ognize and  do  not  yet  know  exactly  how  to  handle,  called 
electrochemical  engineering;  and  Rutgers  responded  to 
the  call  immediately.  Then  came  the  excitement  over 
the  prospect  of  the  exhaustion  of  our  national  resources, 


184  RUTGERS  CELEBRATION 

and  elementary  forestry  responded  immediately.  Sit- 
uated here,  close  to  the  greatest  market  in  the  world,  her 
students  have  enrolled  in  market  gardening  and  in  dairy 
husbandry.  At  the  present  time,  in  her  catalog,  I  find 
an  unusual  enrollment  of  students  in  industrial  chem- 
istry. What  does  it  mean?  It  indicates  the  call,  the 
pressing  demand  of  the  ammunition  needs  of  a  great 
war,  and  a  war  not  in  this  country,  but  away  around  on 
the  other  side  of  the  globe.  Truly  always  education  is 
the  adjustment  of  knowledge  to  the  need. 

Rutgers  College  has  kept  abreast  of  her  sister  state 
universities  and  colleges  in  answering  the  call  of  the 
people ;  yet  she  still  holds  fast,  as  I  said  a  moment  since, 
to  the  old  while  taking  on  the  new.  I  need  go  no  further 
than  the  catalog  to  ascertain  that  while  she  now  offers 
the  Bachelor  of  Science,  she  continues,  according  to  her 
traditions,  to  offer  the  Bachelor  of  Arts  and  the  Bachelor 
of  Letters.  I  open  her  catalog  and  I  find  that  a  student 
who  desires  urgently  to  pursue  the  study  of  commercial 
pomology,  of  microscopic  petrography,  of  mineralogy,  of 
toxicology,  or  of  microbiology  of  soils  must  still  have  in 
that  diet  a  sprinkling  of  English,  of  literature,  of  history, 
and  of  economics.  In  assimilating  that  diet,  let  us  earn- 
estly and  profoundly  hope  he  learns  how  to  read,  to 
write,  and  to  spell ! 

I  turn  to  the  list  of  the  Faculty  and  I  find  here  the 
Professor  of  Agriculture  neighboring  the  Professor  of 
Logic  and  Mental  Philosophy,  let  us  hope  on  a  perfectly 
neutral  basis.  Still  further  I  find  that  Rutgers  College, 
faithful  to  tradition,  even  in  the  practical  present,  sup- 
ports a  Professor  of  Latin  and  also  a  Professor  of  Greek, 
thereby  demonstrating  that  Rutgers  for  one  does  not  rank 
these  professorships  with  the  dodo  and  other  extinct 
species. 

Therefore,  Mr.  President,  because  Rutgers  answers  so 
nobly  the  call  to  public  service  as  exemplified  in  a  tax 
supported  institution,  because  she  responds  so  efficiently 
in  the  adjustment  of  the  curriculum  to  human  needs,  and 


SATURDAY,  OCTOBER  FOURTEENTH         125 

because  she  has  maintained  so  courageously  the  ulti- 
mately satisfying  element  in  education  while  adding  the 
presently  profitable,  I  greet  her  with  a  hearty  ''Well 
done*'  and  wish  her  many  happy  returns  of  a  centennial 
day. 

President  Demarest:  Education  at  Rutgers  College 
has  had  an  especial  touch  with  education  in  Japan.  In 
the  seventies  the  earliest  students  coming  from  Japan 
to  America  for  the  Western  learning  came  to  New  Bruns- 
wick, to  Rutgers  College  and  to  its  Preparatory  School. 
Graduates  of  Rutgers  went  to  Japan  to  do  pioneer  work 
in  education  there.  David  Murray  went  from  his  pro- 
fessorship in  this  College  to  be  the  pioneer  in  organizing 
the  modern  educational  system  of  that  country. 

We  have  with  us  a  delegate  from  that  far  distant  land ; 
I  have  greatest  satisfaction  in  introducing  Baron  Chuza- 
buro  Shiba  of  the  Imperial  University  of  Tokyo,  Japan. 

ADDRESS 
Baron  Chuzaburo  Shiba,  Doctor  of  Engineering 

Professor  in  the  Imperial  University  of  Tokyo 

Mr.  PREsmENT,  Trustees  op  the  College,  Ladies  and 
Gentlemen  :  I  am  not  sure  whether  any  one  with  us  to- 
day remembers  the  Japanese  name  of  Sugiura,  who  was 
studying  here  in  this  College  some  fifty  years  ago,  when 
quite  a  young  man  of  course.  After  his  return  to  Japan, 
changing  his  name  to  Hatakeyama,  he  was  in  Govern- 
ment service  and  then  was  elected  to  be  the  first  Japanese 
President  of  the  Kaisei-Gakko,  the  first  Government  in- 
stitution of  university  grade.  This  Kaisei-Gakko,  a  young 
tree  or  sprout,  if  I  may  compare  it  to  a  plant,  became 
later  on  a  well  formed  and  developed  tree  with  many 
branches  and  is  now  known  as  the  Imperial  University 
of  Tokyo,  to  which  I  now  belong. 

I  consider  myself  greatly  honored  to  have  been  ap- 
pointed to  be  present  here  on  this  grand  occasion  as  an 


126  BUTGEBS  CELEBEATION 

official  delegate  from  our  University,  which  is  in  a  certain 
sense  an  offspring  of  Rutgers  College.  Aside  from 
Sugiura  or  Hatakeyama,  referred  to  a  moment  ago,  this 
College  has  accomplished  a  great  service  in  the  develop- 
ment of  my  country  by  educating  other  able  young  men. 
These  young  men,  after  returning  home,  played  a  most 
prominent  part  in  the  modern  civilization  of  Japan.  As 
for  Dr.  Murray's  work  in  our  educational  world,  it  is 
almost  needless  to  mention  it  here,  because  it  is  so  well 
known  to  all. 

The  present  President  of  our  Tokyo  Imperial  Univer- 
sity, Baron  Keujiro  Yamakawa,  has  a  fond  recollection 
of  this  town.  He  was,  I  was  told,  a  student  in  your  in- 
stitution. I  feel  therefore  rather  sorry  that  I  was  not 
here  myself  as  a  student  in  this  excellent  College;  but 
here  today,  by  your  courtesy,  you  have  bestowed  upon 
me  a  very  great  honor,  and  I  beg  to  assure  you,  Mr. 
President,  that  I  am  proud  to  be  able  henceforth  to  call 
myself  a  fellow  alumnus  of  Rutgers  College. 

Now  I  have  very  great  pleasure  in  delivering  to  you 
the  official  message  from  our  University,  which  I  was 
asked  to  present  to  you  and  which  reads  as  follows : 

(Translation) 
President  and  Trustees  of  Rutgers  College, 

New  Brunswick,  New  Jersey. 
Dear  Sirs: 

On  the  felicitous  occasion  of  the  150th  Anniversary  of 
the  foundation  of  Rutgers  College,  the  Imperial  Uni- 
versity of  Tokyo  has  the  honor  of  sending  as  delegate 
Professor  Baron  Chuzaburo  Shiba,  of  the  Engineering 
College,  to  be  present  at  the  great  function. 

We  think  that  universities  are  the  fountain-heads  of 
a  nation's  culture  and  that  the  ideals  and  the  moral  char- 
acter of  a  nation  are  largely  embodied  and  fostered  by 
them.  That  your  Institution  has,  during  the  150  years 
of  its  career,  rendered  signal  service  to  the  welfare  of 
your  country  is  universally  acknowledged  and  admired. 


SATURDAY,  OCTOBER  FOURTEENTH  127 

And  the  relation  of  your  Institution  with  our  University 
and  our  educational  world  at  large  is  no  slight  one,  for 
it  was  Professor  David  Murray  of  your  College  who 
came  to  Japan  in  the  early  years  of  Meiji  as  adviser  to 
our  Ministry  of  Education  and  who  achieved  so  great 
development  in  all  departments  of  our  educational  sys- 
tem. Moreover,  many  of  our  students  who  studied  in 
America  have,  either  directly  or  indirectly,  been  indebted 
to  the  guidance  of  your  professors.  It  is  therefore  with 
a  deep  sense  of  gratitude  that  we  recall  what  your  Insti- 
tution has  been  to  our  Imperial  University  and  to  our 
educational  world. 

Now  the  European  War  is  going  to  turn  the  current 
of  the  world  and  both  East  and  West  have  been  thrown 
under  its  influence.  Spiritually  and  materially  they  are 
on  the  verge  of  a  great  upheaval.  The  activity,  at  this 
juncture,  of  the  universities  of  all  countries  will  be  a 
grand  spectacle  in  the  history  of  twentieth  century  civili- 
zation. 

It  is  believed  and  expected  on  all  hands  that  your  In- 
stitution will  continue  to  make  contributions,  even  greater 
than  heretofore,  toward  the  promotion  of  peace  and 
humanity. 

Begging  you  to  accept  our  heartiest  congratulations 
and  wishing  your  Institution  every  prosperity  and  suc- 
cess. 

We  remain,  dear  Sirs, 

Yours  respectfully. 
Baron  Kenjero  Yamagawa,  Rigakuhakushi, 
President  of  the  Imperial  University  of  Tokyo. 

President  Demarest  :  The  Trustees  of  Rutgers  College 
have  directed  that  certain  honorary  degrees  be  conferred, 
appropriate  to  this  anniversary  occasion.  Candidates  for 
these  degrees  will  present  themselves  as  their  names  are 
called. 


128  RUTGERS  CELEBRATION 

HONORARY  DEGREES 
Henby  Janeway  Hardenbergh 

The  Trustees  of  Rutgers  College  have  directed  that  the 
honorary  degree  of  Master  of  Arts  be  conferred  on  Henry 
Janeway  Hardenbergh,  great-great-grandson  of  the  first 
President  of  Rutgers  College,  bearing  also  the  name  of  an 
especially  honored  graduate  and  trustee  of  this  College, 
architect  of  this  Chapel  in  the  earliest  practice  of  his 
profession,  now  architect  of  its  renovation,  designer  of 
splendid  university  buildings  near  by  and  of  great  erec- 
tions in  the  nearby  metropolis,  in  recognition  of  his  good 
taste  and  skill  and  large  achievement  in  a  vocation 
pledged  to  high  ideals  of  beauty  and  strength. 

Austin  Wakemak  Scott 
The  Trustees  of  Rutgers  College  have  directed  that  the 
honorary  degree  of  Master  of  Arts  be  conferred  on  Austin 
Wakeman  Scott,  son  of  the  recent  President  of  the  Col- 
lege, graduated  from  Rutgers  with  highest  honors  in  the 
class  of  1903,  graduated  with  highest  honors  from  the 
Law  School  of  Harvard  University  in  1909,  Professor  of 
Law  in  the  Law  School  of  Harvard  University,  sometime 
acting  Dean  of  that  School  and  sometime  Dean  of  the 
Law  School  of  the  University  of  Iowa,  author  of  text- 
books for  the  study  of  law,  in  recognition  of  his  attain- 
ments in  the  field  of  his  special  study,  his  marked  success 
as  a  teacher,  and  his  high  position  as  a  member  of  the 
Faculty  of  the  first  College  or  University  founded  in  this 
country. 

John  Livingston  Rutgers  Morgan 
The  Trustees  of  Rutgers  College  have  directed  that  the 
honorary  degreeof  Doctor  of  Science  be  conferred  on  John 
Livingston  Rutgers  Morgan,  bearing  names  greatly  dis- 
tinguished in  the  history  of  this  College,  graduated  from 
Rutgers  with  honor  in  1892  and  from  the  University  of 


SATURDAY,  OCTOBER  FOURTEENTH  129 

Leipzig  in  1895,  Professor  of  Physical  Chemistry  in 
Columbia  University,  author  of  works  of  scientific  im- 
portance, in  recognition  of  his  ability  in  research,  his 
fruitful  service  as  a  teacher  of  science,  and  his  high  posi- 
tion as  a  member  of  the  Faculty  of  the  University  which 
was  King's  College  when  Rutgers  was  founded  as 
Queen's. 

Peter  Cooper  Hewitt 
The  Trustees  of  Rutgers  College  have  directed  that  the 
honorary  degree  of  Doctor  of  Science  be  conferred  on 
Peter  Cooper  Hewitt,  descended  from  a  father  and  a 
grandfather  greatly  honored  in  the  public  life  of  their 
times,  resident  of  New  Jersey  and  familiar  with  the  great 
resources  and  industries  of  the  State,  student  of  science, 
discoverer  of  some  of  her  secrets,  pioneer  in  the  appliiea- 
tion  of  important  truths,  inventor  of  methods  of  electrical 
efficiency,  in  recognition  of  his  devotion  to  the  practical 
problems  of  science  and  his  great  contribution  to  the  con- 
venience and  comfort  of  the  common  life. 

Chuzaburo  Shiba 
The  Trustees  of  Rutgers  College  have  directed  that  the 
honorary  degree  of  Doctor  of  Science  be  conferred  on 
Chuzaburo  Shiba,  Baron,  graduate  of  the  Imperial  Uni- 
versity of  Tokyo,  Master  of  Science,  Doctor  of  Engineer- 
ing, Professor  of  Mechanical  Engineering  in  the  Imperial 
University  of  Tokyo,  member  of  the  Institution  of  Naval 
Architects  (London)  and  of  like  Society  in  Japan,  de- 
signer of  ships  and  technical  adviser  for  the  Oriental 
Steamship  Company  of  Japan,  author  of  a  textbook  on 
steam  engines,  lately  President  of  the  Japan  Society  of 
Mechanical  Engineers,  honored  in  1914  by  the  Emperor 
of  Japan  with  the  decoration  of  the  Sacred  Treasure, 
Third  Class,  in  recognition  of  his  scholarly  attainments, 
his  distinction  in  varied  scientific  work,  and  his  presence 
here  as  delegate  from  the  leading  University  in  that  far 
distant  land  whose  sons  have  been  so  closely  bound  with 
the  sons  of  Rutgers  in  the  life  of  education. 


130  rutgebs  celebration 

Margaret  Campbell  Deland 
The  Trustees  of  Rutgers  College  have  directed  that  the 
honorary  degree  of  Doctor  of  Letters  be  conferred  on 
Margaret  Campbell  Deland,  niece  of  Rutgers 's  honored 
President  of  half  a  century  ago,  William  Henry  Camp- 
bell, author  of  verses  and  stories  of  singular  charm  and 
interest,  whose  idea  of  that  Rutgers  President,  whose 
admiration  and  affection  for  him,  entered  into  the  Dr. 
Lavender  of  her  Old  Chester  Tales,  in  recognition  of  her 
intellectual  force,  her  literary  skill,  and  her  abundant 
production  of  books  cleverly  portraying  many  and  varied 
aspects  of  life. 

Ame  Vennema 
The  Trustees  of  Rutgers  College  have  directed  that  the 
honorary  degree  of  Doctor  of  Divinity  be  conferred  on 
Ame  Vennema,  graduate  of  Hope  College  and  of  the 
New  Brunswick  Theological  Seminary,  President  of 
Hope  College,  sometime  President  of  the  General  Synod 
of  the  Reformed  Church  in  America,  and  sometime  pastor 
of  important  parishes  in  that  denomination,  pastor, 
preacher,  educator,  administrator,  in  recognition  of  his 
fine  quality  of  Christian  manhood,  his  excellence  as  a 
minister  of  Jesus  Christ,  his  unfailing  support  of  all 
moral  enterprise,  and  his  distinction  as  President  of  the 
College  in  the  west,  born  of  the  same  ancestral  blood  and 
faith  as  this  College,  just  fifty  years  ago. 

Elisha  Brooks  Joyce 
The  Trustees  of  Rutgers  College  have  directed  that  the 
honorary  degree  of  Doctor  of  Divinity  be  conferred  on 
Elisha  Brooks  Joyce,  graduate  of  Yale  University  and 
of  the  General  Theological  Seminary,  New  York  City, 
minister  of  tho  Protestant  Episcopal  Church  in  New 
Brunswick  from  the  beginning  of  his  ministry  until  this 
present  year,  in  recognition  of  his  fine  personal  quality 
as  a  minister  of  Jesus  Christ,  his  earnest,  steadfast 
preaching  of  the  word  in  season  and  out  of  season,  his 


SATUEDAY,  OCTOBER  FOURTEENTH         131 

unreserved  devotion  in  the  pastoral  care  of  God's  people, 
and  his  leadership  for  thirty-four  years  of  a  church 
closely  related  to  this  College  for  more  than  a  century 
and  knit  with  it  especially  in  the  shared  service  of  the 
minister  and  teacher  who  was  Rector  of  the  Church  and 
Rector  of  the  College  Grammar  School  before  becoming 
first  Bishop  of  New  Jersey  just  a  century  ago. 

David  James  Burrell 
The  Trustees  of  Rutgers  College  have  directed  that  the 
honorary  degree  of  Doctor  of  Divinity  be  conferred  on 
David  James  Burrell,  graduate  of  Yale  University  and 
of  Union  Theological  Seminary,  senior  minister  of  the 
Collegiate  Church  in  New  York  City,  devoted  champion 
of  the  word  of  God  and  evangelical  religion,  preacher  of 
the  Gospel  to  the  passing  multitude  at  the  centre  of  the 
great  city,  writer  of  sermons  that  reach  a  congregation 
far  beyond  the  bounds  of  his  parish,  in  recognition  of  his 
pulpit  power  over  unfailing  audiences  year  by  year,  his 
unwavering  steadfastness  in  the  truth  as  he  apprehends 
it,  his  versatile  application  of  it  to  all  the  experiences  and 
needs  of  men,  and  in  recognition  of  the  twenty-fifth  anni- 
versary of  his  entering  the  pastorate  of  the  oldest  Dutch 
Reformed  Church  and  oldest  church  of  any  order  in  the 
United  States  of  America. 

Ernest  Martin  Hopkins 
The  Trustees  of  Rutgers  College  have  directed  that  the 
honorary  degree  of  Doctor  of  Laws  be  conferred  on 
Ernest  Martin  Hopkins,  graduate  of  Dartmouth  Col- 
lege, inaugurated  President  of  Dartmouth  College  one 
week  ago,  student,  social  worker,  administrator,  versed 
in  the  principles  of  social  and  educational  life  and  af- 
fairs, in  recognition  of  work  well  done,  of  fine  service 
given  his  Alma  Mater,  and  of  the  qualities  of  manhood 
and  leadership  which  have  commanded  his  call  to  the 
chief  executive  office  of  the  College  founded  next  after 
Rutgers,  still  in  the  days  of  the  thirteen  Colonies. 


132  rutgers  celebration 

Virginia  Crocheron  Gildersleeve 
The  Tnistees  of  Rutgers  College  have  directed  that  the 
honorary  degree  of  Doctor  of  Laws  be  conferred  on  Vir- 
ginia Crocheron  Gildersleeve,  graduate  of  Barnard  Col- 
lege and  Columbia  University,  Professor  of  English, 
Dean  of  Barnard  College,  in  recognition  of  her  attain- 
ments in  literature,  her  influence  as  a  college  teacher, 
her  ability  in  executive  work,  and  her  conspicuous  success 
in  presiding  over  a  great  institution  during  its  years  of 
swift  development  and  in  giving  without  reserve  to  the 
higher  education  of  women  her  noble  powers  of  mind  and 
spirit. 

Robert  Elliott  Speer 
The  Trustees  of  Rutgers  College  have  directed  that  the 
honorary  degree  of  Doctor  of  Laws  be  conferred  on  Rob- 
ert Elliott  Speer,  graduate  of  Princeton  University, 
Secretary  of  the  Presbyterian  Board  of  Foreign  Mis- 
sions, speaker  of  rare  spirit  and  power,  writer  on  religion 
and  missions,  guide  of  leaders  and  workers  in  statesman- 
like policy,  servant  of  the  Church  and  the  worldwide 
Kingdom  of  God,  an  example  in  word  and  life  to  many 
friends,  in  recognition  of  his  unswerving  steadfastness 
in  the  faith  once  delivered,  his  unsparing  devotion  to  the 
missionary  cause,  his  gift  of  high  incentive  to  young  men 
in  all  our  universities  and  colleges,  his  power  in  organ- 
izing great  forces  of  the  Church,  and  his  executive  posi- 
tion in  a  great  denomination  always  sharing  largely  in 
the  life  of  this  College. 

Edwin  Robert  Walker 
The  Trustees  of  Rutgers  College  have  directed  that  the 
honorary  degree  of  Doctor  of  Laws  be  conferred  on 
Edwin  Robert  Walker,  lawyer,  jurist.  Chancellor  of  the 
State  of  New  Jersey,  in  recognition  of  his  high  ability  in 
the  practice  of  his  profession,  his  fine  judicial  sense  in 
considering  questions  of  law  and  equity,  his  clearness 
and  correctness  in  preparing  decisions  of  far  reaching 


ALUMNI  PARADE  ON  THE  NEILSON  FIELD 


FLAG  CARRIED  BY  STUDENTS  IN  THE  ALUMNI  PARADE 


SATURDAY,  OCTOBER  FOURTEENTH  133 

importance,  and  his  service  in  the  highest  judicial  posi- 
tion in  the  State  of  New  Jersey,  as  Chancellor,  presiding 
over  the  Court  of  Errors  and  Appeals. 

Joseph  Hodges  Choate 
The  Trustees  of  Rutgers  College  have  directed  that 
the  honorary  degree  of  Doctor  of  Laws  be  conferred  on 
Joseph  Hodges  Choate,  graduate  of  Harvard,  honorary 
graduate  of  many  colleges  and  universities  at  home  and 
abroad,  lawyer,  statesman,  diplomatist,  president  of  the 
New  York  Constitutional  Convention  in  1894,  Ambassa- 
dor of  the  United  States  to  Great  Britain  1899  to  1905, 
Ambassador  and  first  delegate  of  the  United  States  to 
the  International  Peace  Conference  at  The  Hague  1907, 
Fellow,  Trustee,  President  of  various  clubs,  societies, 
associations,  in  recognition  of  his  great  ability  in  the 
field  of  law  and  civic  affairs,  his  high  ideals  of  public 
life,  his  far  reaching  service  in  matters  of  municipal  and 
national  welfare,  his  ready  leadership  in  the  movement 
for  world  peace  and  for  national  security,  and  his  some- 
time holding  of  the  exalted  office  of  Ambassador  from  the 
United  States  to  the  great  nation  whose  King  in  our 
Colonial  days  gave  the  charter  to  this  College. 

W.  L.  F.  C.  VAN  Rappard 
The  Trustees  of  Rutgers  College  have  directed  that 
the  honorary  degree  of  Doctor  of  Laws  be  conferred  upon 
Chevalier  W.  L.  F.  C.  van  Rappard,  trained  in  the  law 
at  Leyden  University ;  sometime  Secretary  and  Counsel- 
lor to  the  Royal  Legations  of  the  Netherlands  at  Brus- 
sels, Petrograd,  Vienna,  and  Berlin;  later  Envoy  of  the 
Netherlands  to  Morocco,  Africa ;  now  Minister  Plenipo- 
tentiary and  Envoy  Extraordinary  from  the  Netherlands 
to  the  United  States  of  America;  in  recognition  of  his 
learning,  his  diplomatic  skill  and  long  continued  fine 
service  in  international  relations,  and  his  exalted  posi- 
tion as  now  representing  at  our  seat  of  national  govern- 
ment the  land  and  the  people  of  splendid  life,  spirit,  and 


134  RUTGERS  CELEBRATION 

tradition  which  one  hundred  and  fifty  years  ago  gave  to 
this  College  its  honored  founders  and  secured  its  royal 
foundation. 

President  Demarest:  It  is  requested  that  after  the 
benediction  the  congregation  remain  standing  while  the 
academic  procession  leaves  the  Chapel.  Any  delegates 
having  manuscript  of  greetings  from  the  institutions 
which  they  represent  may  leave  them  with  the  Chief 
Marshal  as  they  pass  forward  and  out  of  the  Chapel. 

Benediction 
The  grace  of  the  Lord  Jesus  Christ,  the  love  of  God, 
and  the  communion  of  the  Holy  Ghost  be  with  you  all. 
Amen. 

At  the  close  of  the  exercises  the  academic  procession 
left  the  Chapel  in  the  same  order  in  which  it  entered  and 
dispersed  on  the  campus. 

At  one  o  *clock  luncheon  was  again  served  at  the  Robert 
F.  Ballantine  Gymnasium  where  delegates,  guests,  and 
alumni  gathered  with  the  Trustees  and  Faculty  to  the 
number  of  perhaps  twelve  hundred. 

PRESENTATION    OF    MEMORIAL    TABLET    BY 
SONS  OF  THE  AMERICAN  REVOLUTION 

Queen's  Building,  2 :00  P.  M. 

On  Saturday  afternoon  at  two  o  'clock  ceremonies  were 
held  by  the  New  Jersey  Chapter  of  the  Sons  of  the  Amer- 
ican Revolution  on  the  Queen's  Campus  at  the  entrance 
to  Queen's  Building,  appropriate  to  the  presentation  of 
a  tablet  by  the  Society  to  the  College.  Members  of  the 
Society  and  of  the  College  and  celebration  visitors  were 
assembled.  The  tablet  was  erected  on  the  outer  wall  of 
the  building,  at  the  side  of  its  front  doorway,  balancing 
the  historical  tablet  on  the  other  side  of  the  doorway, 
erected  three  years  ago  by  the  graduating  class.  It  is 
here  reproduced.    (See  ''List  of  Illustrations.") 


SATUEDAY,  OCTOBER  FOURTEENTH  135 

PRESENTATION  SPEECH 
William  Clinton  Armstrong,  A.M. 

Chaplain  of  the  New  Jersey  Society  of  the  Sons  of  the 
American  Revolution 

Mr.  President  :  The  Society  of  the  Sons  of  the  Amer- 
ican Revolution  was  organized  for  a  single  purpose.  It 
has  one  aim,  and  only  one.  It  seeks  to  perpetuate  Amer- 
ican ideals;  it  seeks  to  keep  before  the  public  a  clear 
conception  of  the  foundation  principles  on  which  this 
government  was  established;  and  in  defense  of  those 
principles,  it  seeks  to  implant  and  foster  the  most  tender 
feelings  of  the  human  heart. 

We  are  not  a  religious  society,  although  our  members 
without  exception  recognize  religion  as  a  strong  support 
to  free  and  just  government.  We  are  not  a  historical 
society,  although  we  are  deeply  interested  in  the  history 
of  our  country  and  we  do  all  that  we  can  to  encourage  its 
study.  We  are  not  a  genealogical  society,  although  we 
limit  our  membership  to  those  whose  ancestors  did  things 
in  1776.  The  theoretical  caviler  who  may  object  to  such 
a  bond  as  exclusive  is  put  to  complete  silence  by  the  fact 
that  this  bond  works  and  produces  results  that  are 
worth  while. 

Our  sole  object,  I  repeat,  is  the  perpetuation  of  Amer- 
ican ideals ;  and  in  order  to  attain  this  object,  our  Society 
engages  in  many  lines  of  work.  Are  our  national  holi- 
days to  be  fittingly  celebrated?  We  lend  a  hand.  Is  a 
law  necessary  to  prevent  the  desecration  of  the  American 
flag?  We  lend  a  hand.  Are  immigrants  to  be  instructed 
in  the  duties  of  citizenship?  We  lend  a  hand.  We  are 
thoroughly  alive  to  everything  that  concerns  the  welfare, 
prosperity,  and  honor  of  our  country. 

The  purpose  of  our  assembling  here  today  is  to  honor 
the  memory  of  men  who  assisted  in  establishing  the 
American  Republic.  Our  committee,  Mr.  President,  was 
glad  when  permission  was  obtained  from  the  College 
authorities  for  the  placing  of  a  bronze  plate  on  old 


136  RUTGERS  CELEBRATION 

Queen's  in  memory  of  the  Eutgers  patriots  of  1776. 
Complying  with  the  direction  of  the  Board  of  Managers, 
we  take  great  pleasure  in  reporting  that  the  tablet  has 
been  prepared  and  is  now  in  position. 

RESPONSE  BY  PRESIDENT  DEMAREST 

On  behalf  of  the  Trustees,  Faculty,  and  students 
of  Rutgers  College,  I  accept  this  memorial  with  sincere 
thanks  and  deep  appreciation.  The  gift  is  peculiarly 
welcome,  coming  from  the  New  Jersey  Chapter  of  the 
Sons  of  the  American  Revolution  and  testifying  to  the 
interest  of  that  Society  in  this  College  of  Colonial  founda- 
tion. It  is  in  highest  degree  gratifying  to  have  a  tablet 
erected  on  this  ancient  and  noble  building  to  perpetuate 
the  memory  of  the  men  of  old  Queen's  who  fought  to  lay 
the  foundations  of  our  national  life  nearly  a  century  and 
a  half  ago.  They  were  a  noble  group  of  patriots,  the 
tutors,  Frederick  Frelinghuysen  and  John  Taylor,  the 
graduates,  James  Schureman,  Simeon  De  Witt,  Jeremiah 
Smith,  and  the  rest.  It  is  a  happy  incident  of  this  oc- 
casion that  Frederick  Frelinghuysen,  twelve  years  of  age, 
son  of  Frederick  Frelinghuysen,  grandson  of  Frederick 
T.  Frelinghuysen,  both  trustees  and  graduates  of  this 
College,  great-great  grandson  of  the  tutor  and  patriot 
of  the  same  name  in  the  revolutionary  days,  unveils  the 
tablet.  The  words  on  the  enduring  bronze  will  speak  with 
eloquence  to  all  the  coming  generations  of  students  enter- 
ing these  halls  the  lesson  of  fervent  patriotism  command- 
ing youthful  intellect  and  strength.  True  to  its  tradi- 
tions, Rutgers,  old  Queen's,  pledges  to  you  its  faithful 
service  in  holding  before  young  men  the  high  ideals  of 
citizenship  and  the  high  duties  of  unselfish  patriotism. 
It  is  a  gift  of  rare  dignity  and  beauty  with  which  your 
Society  has  honored  this  great  anniversary  occasion  and 
I  beg  that  you  will  accept  our  most  grateful  acknowledg- 
ment. 


v#f:n'fr»«>»o»«rr>«vr>«<r<r»tvf:nvr^'fO»<frn<f^*vrr>*'^r> 


4y  TO  THE  MEMORY  OF    •- 
THE  MEN   OF 

RVTGERS    COLLEGE 

WHO  FOVGHT  FOR  THE 

CAVSE  OF  INDEPENDENCE 
^-  IN    THE 

[ERICAN  REVOLVTICN 

\      THIS  TABLET  IS  PLACED 
iBY  THE 


^^,      )F  THE 
IaM  ERICAN 


SONS  OF  THE 
REVOLVTION 


THE  150TH  ANNIVERSAP Y 

_     (NOVEMBER  10,1916) 

'.THE  FOVNDING 
"'^rERS   COLLEGE  .. 


SATURDAY,  OCTOBER  FOURTEENTH  137 

ALUMNI  PARADE  AND  FOOTBALL  GAME 
Neilson  Field,  2:30  P.  M. 

At  the  same  hour  on  Saturday  afternoon  the  alumni 
and  undergraduates  were  assembling  around  their  class 
banners  on  the  front  Queen's  Campus.  Forming  in 
order,  the  oldest  graduates  first,  the  procession  moved 
toward  Winants  Hall,  then  to  Queen's  Building,  and  so 
marched  out  of  the  1883  Gates  into  the  main  street  of 
the  City.  Probably  more  than  one  thousand  alumni  were 
in  line.  Every  man  wore  his  badge  and  carried  his  pen- 
nant. Each  class  carried  its  banner  and  there  were  sev- 
eral large  College  banners  distributed  through  the  long 
line  of  the  procession.  An  item  of  special  interest  was 
the  carrying  of  an  immense  flag  of  the  United  States  by 
members  of  the  undergraduate  cadet  corps. 

The  procession,  with  its  several  bands  of  music,  passed 
down  George  Street  to  Monument  Square,  at  the  foot  of 
Livingston  Avenue,  round  the  monument  and  back  to 
Hamilton  Street  and  to  College  Avenue  and  to  Neilson 
Field  to  witness  the  football  game  between  Washington 
and  Lee  University  and  Rutgers.  The  alumni,  after 
parading  round  the  field,  were  seated  in  the  west  stand 
and  the  undergraduates  were  seated  in  the  east  stand. 
The  cheering  of  the  undergraduates,  led  by  Frederick  B. 
Heitkamp  '17,  Herbert  W.  Boes  '17,  and  Wilbur  Copley 
Herbert  '17,  was  particularly  fine  and  stirring;  and 
cheers  of  the  alumni,  led  by  Charles  C.  Hommann,  Jr. 
'10,  Walter  K.  Wood  '16,  and  Clarkson  A.  Cranmer  '16, 
responded. 

About  five  thousand  persons  attended  the  game. 

An  item  of  remarkable  interest  was  the  presence  of 
eleven  of  the  original  team  of  twenty-five  that  played 
with  Princeton  in  1869  the  first  game  of  intercollegiate 
football  in  this  country.  They  were :  Douwe  D.  William- 
son '70,  Ezra  D.  DeLamater  '71,  George  E.  Pace  '71, 
John  W.  Herbert  '72,  George  H.  Large  '72,  Rev.  William 
J.  Leggett  '72,  Rev.  John  A.  Van  Neste  '72,  Bloomfield 


138  RUTGERS  CELEBRATION 

Littell  73,  Rev.  Abram  I.  Martine  '73,  Rev.  Jacob  0. 
Van  Fleet  73,  and  Rev.  Charles  S.  Wright  73. 

They  grouped  themselves  on  the  field  and  gave  their 
college  cheer  and  were  given  a  great  ovation. 

The  football  game  resulted  in  a  tie,  13  to  13. 

The  players  were: 

WASHINGTON  AND  LEE  RUTGERS 

Harrj  M.  Adams Left  End Robert  C.  Elliott 

Herman  R.  Crile  (substitute) 

Karl  H.  Johnson Left  Tackle WiUiam  A.  Feitner 

B.  D.  Bryan Left  Guard Laurence  Sliker 

Alfred  F.  Pierotti Center Howard  Fitz  R.  Mason 

Lindsey  L.  Moore Bight  Guard Alfred  T.  Garrett 

E.  Turner  Bethel Bight  Tackle Samuel  J.  Weller 

Merrill  H.  Thompson  (substitute) 

S.  Mercer  Graham Bight  End John  N.  Wittpenn,  Jr. 

Lane  R.  Larkin  (substitute)  Percy  J.  Hauser  (substitute) 

Battle  Bagley Quarterback Francis  J.   Scarr 

Robert  V.  Ignico Bight  Halfback Frank  B.  Kelley 

Harry  K.  Young Left  Halfback Elmer  G.  Bracher 

John  H.  Sorrells Fullback Homer  H.  Hazel 

A.  G.  Paxton  (substitute) 

The  officials  were:  Referee — F.  W.  Murphy  (Brown).  Umpire — A.  M. 
Farrier  (Dartmouth).  Head  Linesman — Edward  J.  Madden  (Yale).  Field 
Judge — L.  L.  Draper  (Williams). 


RECEPTION  BY 
DAUGHTERS  OF  THE  AMERICAN  REVOLUTION 

*'Buccleuch"  Mansion,  3:30  to  6:00  P.  M. 

The  Jersey  Blue  Chapter  of  the  Daughters  of  the 
American  Revolution  gave  a  reception  Saturday  after- 
noon in  honor  of  the  College  and  its  guests  and  alumni 
in  the  Buccleuch  mansion.  The  entire  house  with  its 
historic  furnishings  was  thrown  open  to  inspection.  It 
was  lighted  throughout  by  candle  light  and  the  ladies 
who  officiated  on  the  various  committees  were  attired  in 
Colonial  costumes. 

The  reception  committee  consisted  of  Mrs.  Mott  Bedell 
Vail,  Regent  of  the  Jersey  Blue  Chapter,  Miss  Kate  Desh- 
ler,  Honorary  Regent,  Miss  Mary  A.  Demarest,  and  Mrs. 


SATURDAY,  OCTOBER  FOURTEENTH  139 

James  A.  Edgar.  These  ladies  received  in  the  west  par- 
lor. In  the  dining  room  Mrs.  John  S.  Clark  of  Middle- 
bush  and  Miss  Adelaide  Parker  of  New  Brunswick 
presided  at  the  tea  table;  Mrs.  John  J.  Morrison,  Miss 
Calista  Allen,  Miss  Emily  Darrow,  Miss  Sadie  Cutter, 
and  Miss  Frances  Cropsey  were  ** floaters."  The  com- 
mittee in  charge  of  the  reception  consisted  of  Mrs.  James 
A.  Edgar,  chairman,  Mrs.  Edward  P.  Darrow,  Miss 
Josephine  Atkinson,  Mrs.  Charles  H.  Bonney,  and  Mrs. 
Frederick  C.  Minkler. 

ALUMNI  DINNER 
The  Ballantine  Gymnasium,  6:30  P.  M. 

On  Saturday  evening  at  half  past  six  the  general 
Alumni  Dinner  was  held  in  the  Robert  F.  Ballantine 
Gymnasium.  The  tables  filling  the  main  room  were  in- 
sufficient to  accommodate  the  great  company  assembled, 
and  hundreds  of  the  younger  graduates  were  served  in- 
formally in  the  large  adjoining  room  recently  erected. 
Probably  one  thousand  men  were  present  at  the  dinner. 
Music  was  rendered  by  the  band  while  the  courses  were 
being  served.  At  this  time  also  opportunity  was  given 
to  the  Honorable  W.  E.  Florance,  a  graduate  of  the  class 
of  1885,  a  Trustee  of  the  College,  and  Senator  from  Mid- 
dlesex County,  to  present  to  the  College  greetings  from 
the  officials  of  New  Brunswick,  the  City  Commission. 

Mr.  Haley  Fiske,  of  the  class  of  1871,  President  of  the 
Alumni  Association  of  the  City  of  New  York,  presided. 

After  the  four  announced  addresses  Bevier  Hasbrouck 
Sleght,  M.D.,  of  the  class  of  1880,  was  given  opportunity, 
and  on  behalf  of  the  class  presented  to  the  College  a 
tablet  in  honor  of  the  Rutgers  College  men  who  served 
the  Union  in  the  Civil  War.  The  tablet  had  been  erected 
on  the  inner  wall  of  the  Chapel. 

Opportunity  was  also  given  the  Dean  of  the  College, 
Louis  Bevier,  Ph.D.,  of  the  class  of  1878,  who,  on  behalf 
of  the  alumni,  presented  a  portrait  of  President  Dem- 
arest. 


140  RUTGERS  CELEBRATION 

The  program  was  as  follows: 

ToASTMASTEB  FisKE :  GracG  will  be  said  by  the  Rev- 
erend William  Elliot  Griffis  of  the  class  of  '69. 

Rev.  William  Elliot  Griffis:  Almighty  God,  our 
Heavenly  Father :  We  are  gathered  in  Thy  name  and  in 
the  name  of  our  beloved  Institution  that  calls  upon  Divine 
Justice  to  illuminate  us  and  those  who  come  after  us. 
We  pray  Thee  tonight  to  open  Thy  hand  and  feed  us. 
Give  us  grace  to  serve  Thee.  Strengthen  us  in  body  and 
mind  ever  to  love  Thee  and  to  be  loyal  to  our  fellow  men 
and  ever  devoted  to  Thee.  Make  our  hour  one  of  enjoy- 
ment and  one  to  be  enshrined  in  memory  all  the  days  of 
our  life;  and  grant  that  after  this  reunion  upon  earth, 
we  may  meet  Thee  in  the  house  not  made  with  hands, 
eternal  in  the  Heavens.  In  the  name  of  Jesus  Christ, 
our  Lord.    Amen! 


INTRODUCTORY  SPEECH 
Haley  Fiske,  Esq. 

Class  of  1871 

Fellow  Alumni:  We  have  come  to  the  close  of  this 
great  celebration  and  I  think  the  first  thing  that  we  want 
to  do  is  to  congratulate  the  College,  its  administration, 
and  ourselves  upon  its  wonderful  success. 

We  must  give  the  credit  first  and  foremost  to  the  Presi- 
dent of  the  College.  I  understand  that  the  arrangements 
were  made  by  a  committee,  of  which  he  was  the  head. 
Dr.  Bevier  was  his  adjutant;  and  Professors  Ward, 
Wright,  and  Billetdoux  and  Mr.  Osborn,  the  Librarian, 
were  the  rest  of  the  committee.  To  all  of  them  I  think 
the  alumni  owe  their  sincere  and  hearty  thanks.  The 
literary  part  of  the  celebration  was,  I  understand,  under 
the  direct  supervision  and  direction  of  the  President  him- 
self. The  oration  which  he  delivered  was  a  classic.  The 
alumni  are  proud  of  it. 

There  has  not  been  any  failure,  except  this  afternoon 


SATURDAY,  OCTOBER  FOURTEENTH  141 

on  the  football  field,  and  that  was  only  a  half  failure,  as 
the  game  was  a  tie.  I  think  it  was  very  kind  of  the  other 
college  to  make  a  fumble  at  a  critical  point  or  we  might 
not  have  been  so  happy  tonight. 

I  have  been  looking  over  some  of  the  historical  and 
other  pamphlets  issued  in  connection  with  the  celebra- 
tion, and  I  read  that  the  College  began  its  sessions  in  the 
year  1771.  Coming  back  here  after  a  long  absence  and 
seeing  the  metamorphosis  which  has  come  over  the  ap- 
pearance of  Rutgers,  I  really  believed  that  I  was  grad- 
uated in  1771.    The  records  make  it  1871. 

In  those  days  we  did  not  have  a  celebration,  as  I  think 
we  should  have  had  with  our  class,  for  the  hundredth 
year  of  the  College 's  existence ;  for  in  those  days  it  was 
said  that  1770  was  the  date  of  the  beginning  of  the  Col- 
lege. I  have  been  trying  all  the  evening  to  remember 
a  celebration  then,  and  I  have  been  making  inquiries, 
but  it  is  the  sad  part  of  my  period  of  life  that  I  cannot 
find  anybody  around  here  who  was  born  as  early  as 
that.  Subsequently  they  moved  back  the  date  of  the 
College  so  as  to  make  this  the  150th  anniversary,  and 
my  hope  is  that  as  time  goes  on  they  will  occasionally 
move  it  back  still  further  so  that  I  may  celebrate  the  200th 
anniversary. 

I  really  have  felt  sorry  for  myself  all  day.  I  came 
here  almost  literally  a  stranger.  In  my  day,  1871 — and 
I  am  rather  proud  of  the  fact  that  I  go  back  over  about 
one-third  of  the  history  of  the  College — we  had,  as  I  can 
remember,  only  four  buildings.  There  was  old  Queen's, 
and  that  contained  the  administration  office,  such  as  it 
was ;  the  room  of  the  President,  which  I  am  sorry  to  say 
I  had  to  visit  occasionally;  the  Chapel  was  in  the  same 
building.  To  the  left  was  the  President's  house,  unknown 
to  students  except  annually  when  there  was  a  reception 
to  the  alumni,  from  which  they  were  kept  out.  All  we  did 
was  to  stand  on  the  outside  and  see  the  festivities  going 
on  inside.  Then  there  were  the  Geological  Building  and 
Van  Nest  Hall,  the  little  Hall  for  the  Literary  Societies. 


142  RUTGERS  CELEBRATION 

I  do  not  remember  any  other  building  except  the  little 
tower  overlooking  the  railroad  yard,  which  was  called  the 
Observatory,  and  to  which  the  class  in  astronomy  was 
never  led  so  far  as  I  can  remember. 

What  comes  back  to  my  mind  was  the  magnificent 
campus  unoccupied  by  buildings,  so  that  as  we  look  back, 
we  wonder  that  we  needed  any  buildings  at  all.  It  should 
have  been  like  the  ancient  schools,  and  the  professors 
should  have  walked  up  and  down  among  those  majestic 
old  trees  and  held  their  classes  there. 

Then  as  I  read  this  printed  sketch  of  the  College  I  have 
felt  almost  as  much  disturbed  by  seeing  this  tremen- 
dously long  list  of  the  Faculty.  As  I  remember  it,  we 
had  but  eight  or  ten  in  those  days.  And  memory  does 
go  back  to  the  dear  old  men  who  were  then  the  professors. 
First  of  all  came  the  one  we  used  to  call  *  *  Prex ' ' — Doctor 
Campbell,  a  courtly  gentleman  of  the  old  school,  learned 
devout,  dignified,  but  not  without  a  sense  of  humor.  I 
can  remember  on  one  occasion  when  I  was  called  before 
him  that  I  entered  into  a  discussion — whether  it  was 
psychological  or  theological,  I  don't  know — as  to  whether 
one  could  commit  an  offense  without  an  intention  to 
commit  it;  and  as  I  never  could  find  that  that  dear  old 
Calvinist  ever  learned  the  Catholic  doctrine  of  intention, 
I  don 't  believe  I  got  off.  In  his  day  he  had  always  to  be 
asking  for  money  for  running  the  College,  and  he  used  to 
say — and  I  suppose  Dr.  Demarest  has  much  the  same  kind 
of  feeling — that  when  he  died  he  only  wanted  one  epitaph 
— ''And  the  beggar  died."  The  courtly  manners  of  the 
old  gentleman  would  be  a  study  for  the  modern  man  of 
business.  I  recall  being  in  the  President's  room  on  one 
occasion.  Why  I  was  there  is  none  of  your  business  and 
you  need  not  inquire.  Professor  Meyer  called,  and  after 
a  short  interview  they  proceeded  to  the  door.  With  the 
utmost  deference  and  ceremonial  courtesy  they  bowed 
to  each  other,  each  time  their  heads  going  down  to  the 
waist  line;  and  they  bowed  and  rebowed,  neither  being 
willing  to  go  out  of  the  door  before  the  other.    At  least 


SATURDAY,  OCTOBEB  FOURTEENTH  143 

six  of  those  bows  went  on,  and  while  I  was  amused,  I 
was  quite  contented  with  the  fact  that  I  was  forgotten 
and  left  behind  and  went  free ! 

Then  there  was  the  dear  old  face  of  Dr.  Cooper,  and 
it  is  a  link  with  the  past  that  sits  next  to  me  here — ^his 
son,  who  was  not  born  then,  so  I  could  not  have  known 
him  I  A  quaint,  delightful  old  gentleman,  the  Professor 
of  Greek.  The  most  that  I  remember  about  him  is  that 
he  could  be  easily  led  into  discussions ;  and  in  recitations, 
when  we  were  a  little  backward,  we  led  him  into  some- 
thing which  would  lead  him  to  take  up  the  hour  with  a 
delightful  talk  about  things  having  nothing  to  do  with 
the  subject. 

Who  could  forget  that  really  great  man.  Dr.  Cook, 
Professor  of  Chemistry,  with  the  broad  and  happy  smile 
with  which  he  used  to  remark  in  class  at  the  end  of  a 
demonstration:  **The  experiment  is  a  success."  And 
then  there  was  the  stately  Doolittle,  Professor  of  Rhet- 
oric, who  even  in  conversation  was  a  rhetorician.  The 
only  thing  that  I  remember  I  learned  from  him  was  not 
to  read  the  newspapers — "They  are  all  trash.  Read 
something  better."  He  especially  warned  us  against 
reading  the  Washington  correspondence,  which  he  said 
was  mostly  predictions  of  what  never  in  fact  happened ; 
and  I  think  we  might  all  be  benefited  today  by  following 
his  advice. 

And  then  there  was  the  martial  David  Murray,  a  gen- 
tleman through  and  through.  Oh,  I  could  go  on  with 
reminiscences  of  these  dear  old  people.  There  is  a  link 
connecting  us.  In  those  days  the  present  Professor  Van 
Dyck  was  called  an  instructor.  I  think  he  went  abroad 
about  my  time  to  complete  his  studies.  I  spent  some 
hours  with  him  the  other  day  and  upon  my  word  I  didn't 
see  very  much  difference  in  his  manner  and  appearance 
after  this  long  time.  I  thought  I  could  not  be  as  old  as 
I  knew  I  was ;  for  he  looked  just  as  he  did  when  he  was 
instructor,  forty-five  years  ago. 

Somehow  or  other  in  going  back  over  these  memories 


144  RUTGERS  CELEBRATION 

one  does  not  remember  the  instruction  that  he  got.  I 
don't  believe  I  remember  anything  of  Latin  and  Greek; 
I  am  quite  sure  I  don 't.  I  don 't  know  that  I  could  recite 
the  motto  of  the  College  without  making  a  mistake.  But 
it  is  curious  that  memory  goes  back  to  these  little  idio- 
syncracies  and  peculiarities  of  the  Professors. 

In  those  days  smoking  was  not  as  prevalent  as  it  is 
now.  It  was  rather  a  rare  thing.  I  remember  an  occa- 
sional cigarette  seemed  to  me  the  commission  of  a  grave 
crime.  Does  anybody  here  remember  Dr.  Atherton,  Pro- 
fessor of  Logic  and  History!  Now,  the  only  thing  I  re- 
member about  him  is  that  he  let  me  off  of  a  condition, 
or  I  would  never  have  received  a  degree.  But  on  this 
subject  of  smoking — I  don't  know  that  it  is  so  now — but 
in  my  days  students  always  regarded  their  professors 
with  a  kind  of  awe.  Do  you  feel  so  now?  Are  there  any 
undergraduates  here  now  who  feel  that  way?  The  pro- 
fessors never  had  any  bad  habits,  either  small  or  great, 
in  our  minds.  And  it  was  an  awful  shock  to  me  one  night, 
on  George  Street,  when  I  met  the  Professor  smoking  a 
cigar.  I  think  I  showed  that  I  was  shocked.  Of  course 
I  did  not  say  anything;  but  he  must  have  looked  at  my 
face,  and  he  said,  ''Well,  I  am  doing  this  by  the  advice 
of  a  physician.  He  says  it  promotes  digestion."  The 
modern  student  must  have  a  wonderful  digestion.  I  sup- 
pose these  undergraduates  here  smoke  more  now  than 
our  entire  College  did  during  the  four  years  we  were  here. 

After  all,  isn't  the  fact  that  we  remember  these  small 
and  trifling  things,  so  to  speak,  significant  of  something! 
Isn't  it  significant  of  the  advantages  of  a  small  college? 
We  were  small  then.  The  total  number  of  students,  I 
think,  was  less  than  the  freshman  class  of  today.  But 
the  small  college  has  this  advantage — that  the  professors 
know  their  students.  They  do  not  merely  lecture  to  a 
class.  They  know  the  deficiencies  and  the  qualifications 
of  every  man ;  and  there  is  that  personal  attention,  that 
intimacy,  so  to  speak,  between  professor  and  student, 
which  I  suppose  the  large  colleges  never  know. 


AT  THE  FOOTBALL  GAME 
Washington  and  Lee  vs.  Rutgers 


SATURDAY,  OCTOBER  FOURTEENTH  146 

And  can  we  look  over  the  roster  of  Rutgers,  and  very 
likely  of  other  small  colleges,  without  the  strong  convic- 
tion that  proportionate  to  the  number  of  students  there 
are  more  eminent  graduates  out  of  the  small  colleges 
than  out  of  the  large  ones? 

At  any  rate,  in  our  American  history  do  we  know  a 
more  eloquent  Senator,  a  more  useful  Secretary  of  State, 
than  Frelinghuysenf  A  greater  Judge  than  Bradley? 
An  abler  lawyer  than  Cortlandt  Parker?  A  more  cele- 
brated physician  than  Janeway?  A  more  eminent  scien- 
tist in  his  line  than  Hill?  A  railway  expert  and  president 
greater  than  our  Loree?  A  more  useful  clergyman  than 
Dean  Hoffman?  In  the  history  of  sociology,  in  the  mat- 
ter of  social  welfare  and  uplift,  a  nobler  exponent  than 
Graham  Taylor? 

It  would  be  wearisome  to  go  over  the  list  of  eminent 
graduates.  Anybody  can  read  the  Red  Book,  recently 
published ;  and  in  going  down  the  list  you  see  those  who 
have  usefully  served  their  generations  or  are  now  use- 
fully serving  this  generation  in  Church,  in  State,  in  the 
pulpit,  in  the  service  of  education,  in  government;  so 
that  Rutgers  surely  never  need  be  ashamed  of  this  list 
of  her  alumni.  That  is  a  tremendous  satisfaction  to  us 
as  to  the  past.  But  can 't  we  look  to  the  future  with  great 
anticipation  ?  Isn  't  it  a  great  pride  to  the  alumni  of  this 
College  that  now  we  have  a  President  who  is  one  of  their 
number,  an  honored  name  in  New  Brunswick  for  genera- 
tions, studious  and  serious  from  his  youth,  amazingly 
eloquent  in  his  public  speech,  persuasive  in  his  private 
discourse,  saturated  with  loyalty  to  his  College,  keen  in 
pursuit  of  his  ambition  for  the  institution,  resourceful 
in  planning,  persistent  and  of  untiring  energy  in  carry- 
ing out  his  plans?  The  modern  president  is,  first  of  all, 
of  course,  an  administrator.  In  my  day,  presidents 
taught.  In  these  days,  they  have  no  time  to  teach.  But 
this  character  whom  we  have  been  describing  in  terms 
that  are  conservative  and  moderate  must  give  us  for  the 
future  a  vision  of  certain  progress,  of  enduring  fame 


146  RUTGERS  CELEBRATION 

for  the  College ;  and  so  tonight  we  congratulate  ourselves 
most  of  all,  I  think,  upon  the  possession  of  Doctor  Dem- 
arest  as  our  head. 

Toastmaster  Fiske:  There  has  been  prepared  for  us 
by  the  Committee  a  program  of  extreme  excellence.  I 
think  that  we  ought,  in  deference  to  the  City  of  New 
Brunswick,  first  to  introduce  one  who  will  present  the 
Greetings  of  the  municipality,  in  the  person  of  the  Hon- 
orable W.  E.  Florance  of  the  class  of  '85,  who  was  once 
Mayor  of  this  City. 

GREETINGS  FROM  THE  CITY  OF 
NEW  BRUNSWICK 

Honorable  W.  E.  Florance,  A.M. 

Class  of  1885 

Mr.  Toastmaster,  the  President  of  the  College,  and 
Friends  :  In  behalf  of  the  Commissioners  of  the  City  of 
New  Brunswick,  I  have  been  requested  to  present  to  you 
something  that  will  pass  down  in  the  history  of  the  Col- 
lege as  showing  the  attitude  of  the  City  toward  the  In- 
stitution. We  think  that  the  College  is  a  part  of  the 
town.  We  know  that  you  love  the  old  town;  we  know 
that  you  know  it  of  old.  Your  Toastmaster,  I  am  sure, 
was  one  of  those  who  in  ancient  times  in  New  Brunswick 
took  his  exercise  by  walking  over  the  pavements  of  our 
city.  It  was  the  only  gymnasium  we  had,  and  it  undoubt- 
edly developed  every  muscle  that  there  was  in  him. 
Things  have  changed  in  this  old  town.  We  have  im- 
proved, as  you  have  improved.  This  pageant  that  you 
gave  the  other  day  was  a  splendid  illustration  of  the 
history  of  New  Brunswick  in  its  connection  with  Rutgers 
College.  And  how  essential  New  Brunswick  was  to  you 
in  making  that  pageant  a  success  I  Because,  what  would 
it  have  been  if  it  had  not  been  for  the  beauties  of  New 
Brunswick,  as  illustrated  in  our  gallery  tonight  and  as 
exemplified  in  every  one  of  the  episodes  of  the  other  day. 


SATURDAY,  OCTOBER  FOURTEENTH  147 

The  great  trouble  with  you  is  that  you  are  growing  so 
great  that  you  are  compelling  us  to  live  up  to  your  stand- 
ards. You  have  made  the  banks  of  the  old  Raritan  so 
famous  that  we  have  to  dam  the  Raritan  to  make  it  a 
real  river. 

This  town  is  progressing.  The  Commission  that  I 
represent  tonight,  in  presenting  to  you  these  resolutions, 
has  planned  a  great  future  for  this  town.  You  know  you 
have  always  considered  that  the  water  of  the  City  of 
New  Brunswick  was  both  food  and  drink.  You  now  know 
that  the  plan  is  to  make  this  a  dry  town,  and  every  class 
that  banqueted  at  New  Brunswick  last  night  felt  con- 
vinced that  it  was  a  dry  town.  Now,  what  are  we  going 
to  do?  We  are  going  to  filter  the  water  of  New  Bruns- 
wick so  that  hereafter  you  will  have  no  justification  for 
drinking  anything  except  water. 

To  show  you  the  feeling  that  there  is  in  New  Brunswick 
with  regard  to  the  College,  the  Commissioners  have 
passed  the  following  resolutions,  which  express  that  feel- 
ing in  detail: 

''Resolved:  That  the  following  minute  be  fully  in- 
scribed upon  our  official  record  and  a  certified  copy 
thereof,  signed  by  the  Mayor,  attested  by  the  Clerk,  and 
under  the  corporate  seal,  be  transmitted  to  the  President 
of  Rutgers: 

**We,  the  Board  of  Commissioners  of  the  City  of  New 
Brunswick,  earnestly  congratulate  the  President,  Fac- 
ulty, officers,  alumni,  and  student  body  of  Rutgers  College 
on  the  celebration  of  the  one  hundred  and  fiftieth  anni- 
versary of  that  institution  of  learning,  which  through  a 
century  and  a  half  has  ever  so  richly  deserved  the  high 
place  she  has  held  in  the  esteem  of  the  American  people, 
and  whose  honor  and  prestige  have  always  been  so  valua- 
bly reflected  upon  this  town  *0n  the  banks  of  the  old 
Raritan*; 

"That,  as  the  governing  body  of  this  municipality,  we 
deeply  wish  for  her,  so  long  our  special  pride  and  glory, 
a  future  even  greater  than  her  renowned  past.    To  her 


148  RUTGERS  CELEBRATION 

visiting  alumni,  guests,  and  friends,  the  oflficial  welcome 
of  the  City  of  New  Brunswick  is  hereby  extended,  and 
with  it  goes  the  whole  hearted  desire  of  our  people  for 
their  stay  here  to  be  replete  with  genuine  pleasure  and 
contentment ;  and  that  their  visit  shall  serve  to  more  in- 
tensely make  the  expression  'Town  and  Gown'  in  this 
community  truly  indicative  of  a  sturdy  mutual  loyalty 
and  love." 

Toastmaster  Fiske:  The  first  address  has  as  its  sub- 
ject **The  College  Graduate  in  the  World  of  Learning." 
It  seems  particularly  appropriate  to  introduce  as  the 
speaker  one  who  has  studied  and  received  his  degree 
from  Rutgers,  studied  at  Yale  and  got  a  degree  there, 
studied  at  Columbia,  studied  at  Berlin,  studied  at  Leip- 
zig and  got  his  degree  there,  and  studied  at  Paris;  one 
who  is  known  as  an  author  of  distinction,  who  has  em- 
bodied in  himself  the  best  traditions  of  his  father  of 
whom  I  have  spoken — a  man  of  learning,  Professor  Lane 
Cooper  of  Cornell. 

SPEECH 
Lane  Cooper,  A.M.,  Ph.D. 

Glass  of  1896;  Professor  of  the  English  Language  and  Literature  in 
Gornell  University 

THE  COLLEGE  GRADUATE  IN  THE  WORLD  OF 

LEARNING 

Mr.  Toastmaster,  Assembled  Guests,  and  Brethren 
OF  the  Alumni  of  Rutgers  :  Let  me  thank  you  heartily 
for  your  welcome.  I  am  indeed  grateful  for  the  kindly 
allusion  to  my  honored  father,  whose  spirit  is  doubtless 
with  us  at  this  moment.  Would  that  a  portion  of  his 
eloquence  were  mine,  that  I  might  fitly  say  what  you 
should  willingly  hear  about  **The  College  Graduate  in 
the  World  of  Learning." 

Does  the  title  need  explanation?     We  graduates  all 


1^^^ 


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rc^•colx>txe^  paet. 


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•^-f'r/ry/i'f  //  f 
fifif/  /f/'r. 


SATURDAY,  OCTOBER  FOURTEENTH  149 

remember  something  of  the  process  of  learning;  and, 
whether  in  the  simpler  or  the  more  complex  forms,  every 
one  recognizes  the  products  of  learning  in  the  results 
of  scholarship  and  science.  Perhaps  one  term,  "the 
world,"  may  give  us  pause.  Are  we  to  think  of  the 
scholar  as  abiding  in  his  own  world,  apart  from  the  rest 
of  human  life  ?  Are  we  not  rather  to  think  of  the  scholar 
and  the  scientist  as  living  in  that  world  which  is  com- 
posed of  all  men,  sharing  their  interests,  their  sorrows, 
and  their  joys?  Yet  we  must  not  forget  the  New  Testa- 
ment usage  with  respect  to  the  word  in  question,  the 
''world."  Is  the  scholar  actually  to  be  part  and  parcel 
of  that  world  which  is  transient,  dark,  and  deceived — that 
world  which  is  finally  overcome  ?  It  may  be  that  he  now 
far  more  than  previously  conceives  of  himself  as  a  man 
among  men,  but  he  dare  not  regard  himself  as  conformed 
to  a  world  which  is  not  yet  saved.  My  topic  will  not 
appear  too  remote  from  the  subject  announced  when 
I  call  it:  *'The  Rutgers  Scholar  and  Scientist,  in  the 
World,  but  Not  of  It." 

Seven  generations  of  scholars  has  Rutgers  College 
sent  out  from  her  halls  of  contemplation  into  the  life  of 
America.  What  sort  of  persons  have  they  been  ?  Possi- 
bly the  classes  of  a  recent  vintage  differ  in  more  than 
one  respect  from  the  students  I  knew  some  twenty  years 
ago.  Possibly  when  they  leave  they  find  themselves  at 
home  a  little  more  quickly  in  large  cities  and  great  and 
involved  undertakings,  or  in  other  and  larger  institutions 
of  learning.  And  yet  I  am  ready  to  believe  that  in  essen- 
tials they  now  are,  and  always  have  been,  what  they  then 
were,  and  that  the  following  description  might  fit  the 
Rutgers  scholar  of  any  period. 

He  is  not  sophisticated;  he  is  at  first  unfamiliar  with 
numerous  things  one  has  to  learn  in  the  world,  some  of 
them  better  learned  late  than  too  early.  He  has  to  ac- 
quire by  conscious  effort  many  items  of  knowledge  that 
a  man  in  a  populous  university  unconsciously  absorbs 
from  the  very  atmosphere.    But  he  knows  a  few  things 


160  RUTGERS  CELEBRATION 

well;  and,  above  all,  lie  is,  in  comparison  with  the  ma- 
chine made  product  of  more  than  one  large  and  unwieldy 
institution,  truly  an  individual.  The  men  who  have  gone 
out  from  Rutgers  may  have  been,  in  their  time,  some- 
what ignorant  of  worldly  affairs,  but  they  have  been  men 
of  essential  power;  men,  one  may  aver,  of  unspoiled 
powers.  From  the  number  of  those  who  have  learned 
to  observe,  compare,  and  infer  for  themselves  come  the 
race  of  scholars  and  scientists. 

How  many  names  there  are  in  the  long  roll  of  Rutgers 
scholars !  Our  fellow  alumnus,  Dr.  Augustus  H.  Shearer, 
is  compiling  a  bibliography  of  the  books  and  articles  pro- 
duced by  men  who  have  been  connected  with  the  College, 
and  hence  I  am  free  from  the  embarrassment  of  trying 
to  enumerate  the  many  learned  individuals  whose  names 
should  go  into  such  a  list.  If  we  began  to  count,  where 
should  we  stop  1  I  have,  indeed,  made  a  selection  of  three 
score  that  I  should  like  to  discuss  particularly ;  but,  con- 
sidering the  limits  of  time,  I  can  mention  only  a  few  of 
these,  and  very  cursorily. 

Among  the  foremost  have  been:  Jeremiah  Smith,  of 
the  class  of  1780,  a  man  of  great  erudition ;  John  Romeyn 
Brodhead ;  Talbot  W.  Chambers ;  David  D.  Demarest,  the 
noble  father  of  our  President ;  John  De  Witt,  of  the  class 
of  1838;  Philip  J.  Hoedemaker,  a  man  of  wide  learning 
in  theology,  writing  entirely  in  the  Dutch  language ;  Dr. 
Edward  G.  Janeway,  of  the  class  of  1860,  in  America 
the  leading  physician  of  his  generation;  Edward  A. 
Bowser,  of  the  class  of  1868,  who  produced  highly  useful 
textbooks  of  mathematics;  Professor  Louis  Bevier,  at 
home  alike  in  ancient  and  modern  languages;  Edward 
B.  Voorhees,  well  known  for  his  writings  on  agriculture ; 
Professor  John  C.  Van  Dyke,  interpreter  of  painting  and 
of  external  nature — and  among  more  recent  graduates. 
Dr.  Henry  H.  Janeway,  Professor  J.  L.  R.  Morgan,  Pro- 
fessor James  Westfall  Thompson,  Professor  Richard  S. 
Lull,  Professor  Jacob  G.  Lipman. 

But  I  must  not  prolong  the  enumeration.    Not  all  our 


SATURDAY,  OCTOBER  FOURTEENTH  151 

scholars  and  scientists  have  been  productive  in  the  sense 
of  publishing  many  books.  The  characteristic  of  the 
Rutgers  scholar  and  scientist,  as  it  seems  to  me,  has  been 
his  power  of  transmitting  his  own  living  thought  directly 
to  students,  in  an  intellectual  current  which  has  gone 
from  man  to  man,  and  from  the  teacher  of  one  generation 
to  him  who  was  to  be  a  teacher  of  the  next.  And  that, 
after  all,  is  the  best  form  of  expression — where  one  man 
writes  in  the  heart  of  another.  At  the  same  time  we 
have  had  men  productive  in  the  stricter  sense  as  well. 
Some  have  already  been  mentioned.  But  I  make  bold 
to  single  out  the  late  George  W.  Hill,  of  the  class  of  1859, 
an  authority  on  celestial  mechanics,  and  Professor  Albert 
S.  Cook  of  the  class  of  1872,  a  master  in  the  field  of  the 
English  language  and  literature,  as  preeminent  for  their 
published  researches,  respectively,  in  pure  science  and 
humane  learning.  These  two,  in  their  several  provinces, 
have  achieved  as  much  as  any  others  of  their  time  in  this 
or  any  other  country — as  much  as  many  others,  be  they 
who  they  may,  and  come  they  from  what  institutions  they 
may  come. 

"Man  looks  before  and  after,"  say  the  philosopher 
and  the  poet.  Upon  an  anniversary  occasion  like  this, 
retrospect  is  not  more  fascinating  than  anticipation. 
What  of  the  future? 

The  scholar  is  often  pitied,  I  believe,  because  he  does 
not  know  the  world.  Is  the  world  ever  pitied  because  it 
does  not  understand  the  scholar?  The  time  is  coming, 
I  trust,  when  this  country  will  better  appreciate  the  needs 
of  pure  scholarship  and  pure  science,  and  will  cease  to 
measure  their  value  in  terms  of  lower  utility  and  imme- 
diate application.  The  present  tendency  in  American 
education  may  seem  to  be  utilitarian;  the  superficial 
current  may  actually  be  so.  But  the  eternal  current  of 
the  human  spirit  sweeps  on  beneath  resistlessly,  and  the 
permanent  interest  of  mankind  remains  in  the  world  of 
ideas.  In  our  colleges,  at  all  events,  let  there  be  no  mis- 
take.   If  after-life  must  often  be  ** practical,"  education 


162  BUTGERS  CELEBRATION 

is  necessarily  *  *  theoretical. ' '  Institutions  of  learning  are 
precisely  what  they  are  called,  and  they  will  remain  in- 
stitutions of  learning  primarily,  and  not  primarily  of 
application.  Whatever  the  tendency  of  the  moment  in 
the  country  at  large  may  be,  the  permanent  function  of 
a  college  like  ours  is  to  send  out  men  of  learning  into  a 
world  that  without  them  will  sink  into  brutal  apathy. 

Would  that  it  were  in  our  power  to  see,  as  in  a  magic 
glass,  the  long  line  of  Eutgers  scholars  in  the  future, 
so  that  we  might  characterize  the  type.  I  dare  not  at- 
tempt a  characterization  at  any  length.  No  doubt  it  is 
safe  to  say  that  our  scholars  will  always  be  trained  in 
the  fundamentals.  They  will  know  a  few  things  well 
rather  than  many  things  (and  some  of  them  unimportant) 
badly.  Their  studies  will  lead  them  to  a  knowledge  of 
humanity.  Now  a  knowledge  of  the  humanity  about  us 
is  not  easily  gained  without  an  acquaintance  with  the 
civilizations  upon  which  our  civilization  is  based ;  so  that 
the  scholarship  of  Rutgers  will  never  neglect  the  civiliza- 
tions of  Greece  and  Rome  and  Italy  and  England. 

Education,  indeed,  whether  it  be  called  scholarly,  or 
however  it  be  called,  is  of  little  avail  if  it  does  not  give 
the  scholar  an  understanding  of  his  own  people;  if  it 
does  not  lead  them  to  trust  him;  if  it  does  not  enable 
him  to  give  them  what  they  need  rather  than  what  they 
happen  to  crave;  if  it  does  not  enable  him  to  withhold 
what  they  wrongly  desire.  Such  being  the  objects  of  a 
scholarly  education,  we  may  ask  how  they  are  to  be  ob- 
tained. No  end  is  secured  without  means,  and  the  means 
are  either  spiritual  or  material;  it  may  be  said  that 
nothing  is  accomplished  in  this  world  save  by  the  inter- 
action of  the  two  kinds.  Yet  it  is  very  difficult  to  make 
the  American  see  the  relation  between  money  and 
scholarship,  between  money  and  pure  science.  It  does 
not  seem  very  difficult  to  secure  money  for  the  advance- 
ment of  applied  science;  it  is  relatively  easy  to  find  it 
for  college  buildings,  for  brick,  for  stone,  for  libraries 
and  laboratories — for  the  apparatus  that  one  may  see 


SATURDAY,  OCTOBER  FOURTEENTH  153 

and  touch.  It  is  not  so  easy  to  set  a  pecuniary  value 
upon  the  trained  soul  of  the  learned  man ;  but  that  such 
a  commodity  as  the  disciplined  mind  of  the  scholar  or 
scientist  is  beyond  all  value  does  not  warrant  the  Amer- 
ican people  in  trying  to  secure  its  services  for  little  or 
nothing.  In  scholarship  the  relation  between  means  and 
ends  is  the  same  as  in  any  other  realm  of  life.  There  is, 
most  emphatically,  a  pecuniary  basis  for  the  life  of  the 
scholar.  A  scholar  must  be  free  from  anxiety.  A  scholar 
must  have  means  for  the  prosecution  of  long  and  ex- 
pensive researches.  I  desire  to  record  my  plea  for  the 
scholarly  function  of  the  College,  and  to  urge  upon  the 
alumni  of  Rutgers  not  to  let  the  scholarly  and  scientific 
activities  of  the  institution  suffer,  through  lack  of  sup- 
port, in  comparison  with  any  other  activity  here  fostered, 
or  in  comparison  with  the  scholarship  and  science  of  any 
other  institution  in  this  country.  I  beg  the  alumni  to 
enable  the  College  to  give  to  the  country,  in  greater 
measure  than  ever  before,  what  the  country  needs — the 
vision  of  the  scientist,  the  scholar,  the  poet,  and  the 
divine.    Where  there  is  no  vision,   the   people   perish. 

Toastmaster  Fiske:  The  next  topic  given  is  "The 
College  Graduate  in  the  World  of  Business,"  and  who 
may  better  respond  than  one  who  is  a  graduate  of  Eut- 
gers  and  a  graduate  of  that  other  university,  the  Pennsyl- 
vania Railroad  Company,  which  the  president  of  a  rival 
road  said  to  me  was  the  greatest  corporation  of  the  kind 
today  in  the  world,  one  who  has  had  activities  in  a  dozen 
other  railroads,  who  holds  directorships  in  a  score  of 
corporations,  who  has  instructed  the  world  of  finance 
quite  recently  by  his  investigations  into  the  transfer  of 
investments  from  Europe  to  America,  and  has  laid  Wall 
Street  and  all  investors  under  a  debt  of  gratitude  to  him, 
one  whom  you  know  so  well,  Mr.  Leonor  F.  Loree. 


164  RUTGEKS  CELEBRATION 

SPEECH 
Leonob  F.  Loree,  M.Sc,  C.E. 

Class  of  1877 

THE  COLLEGE  GRADUATE  IN  THE  WORLD  OF 

BUSINESS 

Mb.  Toastmaster,  Ladies,  and  Men  of  Rutgers  :  When 
I  was  advised  that  I  had  been  selected  to  talk  about '  *  The 
College  Graduate  in  the  World  of  Business,"  I  accepted 
the  assignment  without  hesitation,  because  for  thirty-nine 
years  I  have  lived  under  a  discipline — a  discipline 
founded  upon  the  basis  that  the  wish  of  a  superior  officer, 
whether  express  or  implied,  is  equivalent  to  a  command. 
But  when  I  came  to  sit  down  to  assemble  the  data  which 
I  might  present  to  you,  I  found  myself  much  embar- 
rassed. Finally  I  came  to  the  conclusion  that  perhaps 
I  might  say  a  word  to  you  about  business  and  its  rela- 
tion to  the  race  and  to  the  individual,  about  the  ele- 
ments that  enter  into  it  and  the  relation  of  the  college 
and  the  college  graduate  to  it ;  and  perhaps  I  might  ven- 
ture to  say  a  word  to  the  younger  men  about  the  de- 
velopment of  the  future  and  their  opportunities. 

** Business  men,"  the  dictionaries  tell  us,  **are  engaged 
in  or  related  to  business,  traffic,  trade,  etc. ' '  That,  I  take 
it,  means  the  men  who  are  engaged  in  all  those  manifold 
activities  that  uphold  our  industrial  civilization. 

When  our  common  ancestor,  being  driven  out  of  the 
Garden  of  Eden,  was  condemned  to  earn  his  bread  by 
the  sweat  of  his  brow,  no  light  sentence  was  imposed  upon 
him.  In  his  efforts  at  organization,  man  has  experi- 
mented with  four  schemes  to  make  a  livelihood :  hunting, 
the  pastoral  life,  agriculture,  industry.  They  have  all 
been  illustrated  on  this  continent. 

When  Columbus  reached  our  shores  there  were  on  the 
great  plains  of  the  West  perhaps  one  hundred  and  fifty 
thousand  Indians  subsisting  by  hunting,  requiring  nine 
square  miles  of  land  to  support  an  individual.    In  the 


SATUBDAY,  OCTOBER  FOURTEENTH  155 

Southwest  was  the  great  tribe  of  the  Navajos,  a  pastoral 
people,  subsisting,  one  individual  on  each  square  mile 
of  land;  and  they  had  as  neighbors  the  Pueblos,  irri- 
gating their  land,  but  without  any  of  the  facilities  of 
industry,  and  getting  a  bare  living,  supporting  three  in- 
dividuals to  a  square  mile.  Contrasting  that  with  the 
experience  under  our  form  of  organization — the  indus- 
trial form — supporting,  as  we  do  in  the  State  of  Massa- 
chusetts, four  hundred  and  seven  individuals  to  the 
square  mile,  the  influence  of  the  industrial  organization 
upon  the  race  is  seen  to  have  been  prodigious. 

The  Caucasian  family  number  between  500,000,000  and 
600,000,000  individuals.  Whereas  at  the  beginning  of  the 
last  century  they  were  increasing  at  the  rate  of  5  per  cent 
each  decade,  they  are  now  increasing  at  the  rate  of  15 
per  cent  each  decade.  The  infant  born  today,  before  he 
reaches  his  majority,  will  have  seen  as  many  souls  added 
to  our  race  as  there  were  in  existence  at  the  close  of  the 
Napoleonic  Wars. 

It  is  not  alone  the  number  of  this  people  and  the  ra- 
pidity of  their  growth,  but  the  tremendous  improvement 
in  the  safety  of  the  individual  and  the  standard  of  his 
living  that  commands  our  interest.  Man  has  been  able 
to  relieve  himself  and  the  animals  he  has  domesticated 
from  much  of  the  hazard  and  hardship  and  eventual  vio- 
lent destruction.  Resources,  created  and  accumulated, 
defend  our  bodies  from  disease,  particularly  those  nu- 
merous diseases  fostered  by  filth  and  privation,  and  re- 
duce the  difficulty  of  necessary  toil  and  clothe  all 
vocations  and  avocations  with  security  formerly  un- 
known to  man. 

If  we  take  note  of  the  manner  of  life  of  those  in  the 
animal  kingdom  which  still  exist  in  a  state  of  nature, 
we  are  impressed  by  the  apprehension  and  terror  in 
which  their  lives  are  spent.  Take  for  example,  an  animal 
like  the  trout.  The  pearly  eggs  of  the  spawn  moved 
about  by  the  current  of  the  waters;  the  alevins  lying 
quietly  in  masses,  their  little  hearts  beating,  and  their 


156  RUTGERS  CELEBRATION 

organs  making  muscles  in  the  yolk  of  the  eggs  to  which 
they  are  attached;  the  fry  learning  to  swim  and  to  eat, 
but  tenderly  equipped  for  the  fierce  struggle  for  life  in 
which  the  days  without  hunger  and  danger  will  be  few, 
in  which  the  tragedies  will  be  frequent,  and  which  will 
certainly  end  in  tragedy.  Exposed  to  a  variety  of  ail- 
ments, fungi,  blue  swelling  and  gill  and  fin  diseases  carry 
off  the  weak.  Still  more  likely  are  they  to  die  of  starva- 
tion, strive  as  hard  as  they  may,  in  their  pursuit  of  black 
flies  and  mosquitos.  It  would  be  an  exaggeration  to  say 
that  more  than  one  out  of  a  thousand  eggs  make  a  trout. 
Each  one  needs  a  leaf  or  chip  of  stone  to  hide  under, 
while  some  more  capable  creature  is  waiting  to  kill  it 
from  the  moment  it  is  born.  Its  chances  for  living  are 
anywhere  from  one  second  to  ten  years,  according  to  its 
luck,  but  its  killing  is  sure.  It  does  not  fight  unneces- 
sarily and  its  worst  enemies  are  its  own  kind,  its  father, 
its  mother,  its  brothers,  its  sisters,  its  cousins,  and  its 
aunts. 

Nor  is  the  situation  substantially  different  in  the  vege- 
table kingdom.  It  is  said  that  were  but  a  single  inch 
to  be  cut  from  the  top  of  a  young  pine  it  could  never 
regain  its  place  in  the  sun  and  would  perish  in  the  shade 
of  its  neighbors. 

Primitive  man  lived  among  almost  equal  dangers. 
How  remote  from  his  condition  seems  the  situation  of 
the  modern  man,  relatively  secure  in  the  enjoyment  of 
his  life,  his  liberty,  his  health,  and  his  possessions,  albeit 
he  too  owes  these  to  ceaseless  vigilance.  Whoever 
searches  those  historical  fragments,  neglecting  tales  of 
warfare,  pestilence,  persecution,  that  enable  an  estimate 
of  the  relative  comfort  of  human  existence  at  different 
stages  of  progress,  will  realize  with  never  ceasing  amaze- 
ment the  magnitude  of  the  gulf  which  separates  the  con- 
ditions of  the  twentieth  century  from  those  of  an  earlier 
period.  The  differences  increase,  but  far  from  propor- 
tionately, as  the  period  of  comparison  becomes  more  dis- 
tant.     Zimmern    shocks    us    by    abrupt    but    accurate 


SATUEDAY,  OCTOBER  FOURTEENTH  157 

reference  to  the  incredible  poverty  of  the  world  in  which 
Pericles  wrought.  **We  think,"  he  says,  ''of  the  Greeks 
as  the  pioneers  of  civilization  and  unconsciously  credit 
them  with  the  material  blessings  and  comforts  in  which 
we  moderns  have  been  taught  to  think  that  civilization 
consists."  The  fact  is  that  the  Greek  of  that  age  lived 
in  a  house  without  drains,  slept  in  a  bed  without  sheets 
or  springs,  and  in  a  room  as  cold  or  as  hot  as  the  open 
air,  and  so  poorly  walled  as  to  be  swept  by  draughts. 
He  owned  neither  watch  nor  match;  his  rivers  were 
without  bridges  and  his  ships  without  compass.  The 
entire  apparel  of  males  and  females  alike  consisted  of 
two  straight  pieces  of  cloth,  the  inner  garment  fastened 
at  the  shoulder  by  two  pins,  and  of  shoes  or  sandals  worn 
without  stockings.  There  were  no  newspapers  or  peri- 
odicals, and  the  ordinary  man  had  access  neither  to  maps 
nor  to  books. 

Now,  it  is  to  the  modern  organization  of  industry  that 
we  owe  the  superiority  of  present  material  conditions 
over  those  of  the  past.  Essential  for  that  organization 
is  the  preparation  of  the  individual  for  labor  and  for 
management  and  the  accumulation  of  capital.  The  sig- 
nificant fact  of  industrial  development  has  been  the 
steady  and  the  great  reduction  of  the  contributing  effort 
of  labor;  the  substitution  for  heavy  muscular  labor  of 
the  watching  and  tending  of  machines,  and  at  the  same 
time  the  call  for  a  higher  physical  and  mental  alertness 
and  increase  in  mental  attainments,  an  augmented  con- 
trol of  conduct  and  attention;  while  those  who  in  the 
competitive  struggle  attain  positions  of  management 
must  eternally  devote  themselves  to  further  and  further 
preparation,  the  while  enduring  the  almost  intolerable 
strain  involved  in  the  conduct  of  a  changing,  growing, 
competitive  venture. 

The  development  of  educational  training  is  very  sig- 
nificant. An  investigation  made  some  years  ago,  and 
expressed  in  the  wage  scale  of  that  date,  indicated  that 
the  boy  receiving  a  common  school  education  and  going 


158  RUTGERS  CELEBRATION 

into  business  at  16  reached  the  end  of  his  development 
at  25.  If  to  that  education  he  added  three  years  of  ap- 
prenticeship he  prolonged  the  period  of  his  advancement 
to  34.  It  indicated  that  the  higher  fields  of  activity  were 
open  only  to  those  educated  at  the  technical  schools,  col- 
leges, and  universities,  or  who,  using  such  resources  as 
were  at  their  command,  of  which  fortunately  there  are 
many,  acquired  a  similar  training;  and  finally  it  indi- 
cated that  the  minimum  value  of  such  an  education  over 
that  of  the  common  schools  may  be  capitalized  at 
$28,000. 

Of  equal  significance  is  the  relation  of  capital,  upon 
the  utilization  of  which  the  industrial  form  of  organiza- 
tion is  conditioned.  Industry  has  become  superlatively 
productive  because  it  enjoys  the  accumulated  and  geo- 
metrically multiplied  aid  of  the  stored  surplus  of  past 
labor.  As  we  know  it  in  America,  it  requires  in  the  rail- 
ways about  $8,500  for  each  employe;  in  the  manufac- 
tories, large  and  small,  about  $2,500;  and  in  agriculture 
$2,700.  Those  of  you  who  have  by  your  own  efforts 
amassed  capital  appreciate  what  self-denial,  self-disci- 
pUne,  and  tenacious  adherence  to  a  predetermined  defi- 
nite course  of  action  were  involved  in  the  accumulation 
of  the  first  thousand  dollars. 

The  working  of  this  modern  system  of  industrial  or- 
ganization is  business.  Its  basis  is  the  accumulation  of 
capital;  its  life  breath  the  efl&cient  productive  utilization 
of  the  capital  accumulated.  It  is  an  obligation  all  who 
engage  in  it  should  assume,  to  pass  on  to  the  future  gen- 
erations a  larger  share  of  capital  and  a  broader  knowl- 
edge of  its  utilization.  Thus  may  we  help  to  lay  down 
the  secure  highway  of  progress. 

The  change  from  the  ancient  to  the  modern  is  founded 
upon  the  development  by  James  Watt  of  the  condensing, 
double  acting,  expansion  steam  engine  with  reciprocating 
motion — that  great  conception  upon  which  he  worked  so 
long  and  faithfully  that  it  remains  today  much  where  he 
left  it,  little  having  been  added  to  it  except  the  use  of 


SATURDAY,  OCTOBER  FOURTEENTH  15^ 

steam  at  high  pressure,  and  the  application  of  the  prin- 
ciple of  compound  expansion.  Watt  patented  his  device 
in  1769.  We  are  today  celebrating  the  granting  of  the 
Charter  of  this  College  in  1766.  So  that,  of  that  whole 
modern  period,  Rutgers  may  truly  say,  as  Virgil  in  his 
poem  *'Aeneid"  makes  Aeneas  say  to  Dido,  *' All  of  which 
things  I  saw  and  a  part  of  which  I  was. ' ' 

It  is  common  observation  that  the  training  of  the 
nursery  and  the  educational  curriculum  absorb  the  first 
twenty-two  years  of  life.  The  mere  winning  of  the  daily 
bread  can  then  be  had  in  eight  or  ten  hours  of  daily 
labor.  In  fact,  it  is  only  a  few  weeks  ago  that  I  was 
advised  by  a  Princeton  man  that  the  best  conscience  of 
modern  society  was  that  eight  hours  ought  to  be  the 
measure  of  a  day  *s  work. 

My  own  feeling  is  that  the  future  of  the  race  is  bound 
up  in  the  use  that  we  make  of  our  leisure ;  and  that  ad- 
vancement in  the  field  of  business  depends  on  willingness 
to  devote  four  to  six  hours  additional  time  each  day  to 
self-training.  Roughly,  twenty-two  years  are  required 
to  master  the  technique  and  detail  and  the  sweep  of  a 
business  enterprise.  No  one,  aside  from  those  possessing 
genius  or  unusual  talent,  should  expect  to  win,  in  this 
field  of  endeavor,  the  goal  of  his  heart's  desire  at  an  age 
much  younger  than  forty-five. 

I  see  a  great  deal  of  the  development  of  men,  because 
I  come  in  contact  with  a  great  many  men  and  have  been 
the  employer  of  a  great  many  men.  I  have  watched  with 
a  great  deal  of  interest  the  development  of  a  man  with 
whom  I  am  closely  associated  in  certain  lines.  I  have 
been  impressed  with  the  increase  in  the  breadth  of  his 
vision,  in  his  mastery  of  details,  and  in  his  organizing 
power;  and  I  have  been  tremendously  gratified  in  the 
expressions  that  I  have  heard  from  all  sides  since  I  have 
been  here  of  the  capacity  and  of  the  development  of  our 
President  Demarest. 

I  had  hoped  to  prepare  some  facts  about  the  men  who 
have  gone  out  from  these  Halls  to  engage  in  business. 


160  RUTGEBS  CELEBRATION 

I  had  been  tempted  to  speak  of  men  whom  I  can  see  be- 
fore me,  like  Bogert,  Frelinghuysen,  Mr.  Fiske  your 
Toastmaster — men  who  have  made  conspicuous  success  in 
business  lines — but  it  seemed  to  me  that  I  ought  not  to 
weary  you  with  a  ''Who's  Who  of  Rutgers."  Two  ex- 
amples, widely  separated  in  time,  may  serve  as  repre- 
sentative specimens. 

In  1776  the  College  graduated  Simeon  DeWitt,  who, 
after  serving  in  the  Revolutionary  War  as  Geographer 
in  Chief  of  the  army,  devised  the  township  system  on 
which  the  public  lands  of  the  United  States  are  surveyed 
and  relieved  once  for  all  the  inhabitants  of  those  domains 
from  the  bitter  and  enduring  quarrels  which  marked  dis- 
putes as  to  land  lines  under  the  old  system.  Mankind 
has  received  at  his  hands  one  of  the  most  beneficent  of 
all  its  gifts.  This  year  there  have  come  to  high  executive 
oflSce  in  the  administration  of  two  of  the  railroads  serving 
the  State  of  New  Jersey  and  these  Eastern  States  Mr. 
Robert  S.  Parsons  of  the  Class  of  '95,  now  assistant  to 
the  President  and  the  Chief  Engineer  of  the  Erie  Rail- 
road, and  Mr.  A.  E.  Owen  of  the  Class  of  '97,  Chief  En- 
gineer of  the  Central  Railroad  of  New  Jersey. 

The  College  from  the  time  of  its  institution  has  in- 
sisted upon  an  education  that  is  not  only  comprehensive 
but  is  solidly  grounded,  and  with  adequate  breadth, 
avoiding  on  the  one  hand  the  narrow  technical  instruction 
of  some  and  the  wild  license  to  select  unrelated  subjects 
which  has  been  the  practice  of  others. 

Rutgers  men  who  have  gone  into  business  and  have 
distinguished  themselves  are  markedly  to  be  found  in 
the  higher  executive  positions,  doing  their  work  in  the 
broad  fields  of  administration.  They  have  engaged  in 
all  lines  of  endeavor  and  the  enduring  marks  of  their 
contributions  remain  to  evidence  their  activities.  No  one 
who  acquaints  himself  with  the  history  of  Rutgers  men 
in  the  world  of  business  can  do  so  without  feeling  that  in 
them  the  College  is  justified  of  her  children. 

Now,  I  know  to  what  hazards  a  man  exposes  himself 


SATURDAY,  OCTOBER  FOURTEENTH  161 

who  looks  into  the  crystal  globe  to  discover  there  the 
threads  spun  by  the  Fates.  But  I  thought  that  I  might 
venture  to  say  a  word,  especially  to  the  young  men,  as 
to  the  future. 

Your  Toastmaster  has  alluded  to  my  service  on  the 
Pennsylvania  Railroad.  They  have  there  an  official  fam- 
ily that  I  think  is  the  finest  example  of  relationship  of 
men  in  business  in  the  world.  When  I  was  quite  a  young 
man,  a  division  superintendent,  I  went  on  the  President 's 
inspection  trip  on  one  occasion  and  saw  a  good  deal  of 
the  general  counsel  of  the  company,  Mr.  Logan ;  and  Mr. 
Logan  put  to  me  a  question  which  in  the  optimism  of 
youth  I  answered  in  the  negative,  but  which  has  often 
since  recurred  to  my  mind.  That  question  was:  **Will 
the  future  hold  the  interest  of  an  intelligent  man?  Have 
we  not  explored  and  acquainted  ourselves  with  every- 
thing that  is  worth  while,  and  is  there  to  be  anything 
new  that  will  be  interesting?" 

Well,  there  have  been  examples  of  things  that  have 
passed  out.  For  150  years  the  game  of  whist  excited 
the  interest  of  intelligent  people ;  and  many  men  as  they 
passed  middle  life  looked  forward  to  this  solace  as  one 
of  the  entertainments  of  their  old  age.  Pole  and  Caven- 
dish wrote  about  it,  rules  were  laid  down  for  its  conduct 
— and  today  it  is  virtually  forgotten.  Why?  Well,  there 
were  fifty-two  cards  in  the  deck,  and  they  admitted  of 
infinite  combinations.  But  there  came  a  time  when  two 
men,  working  quite  independently,  seized  upon  the  idea 
that  twenty  master  cards  exercised  practically  the  con- 
trolling influence  over  the  game,  and  that  of  these  the 
five  court  cards  of  the  trump  suit  had  a  compelling  in- 
fluence; and  within  twenty-four  months,  experimenting 
with  three  or  four  thousand  specimen  games,  they  had 
formulated  leads  and  signals,  so  that  the  interest  abso- 
lutely went  out  of  the  game  and  the  game  perished.  And 
it  is  not  without  apprehension  that,  following  that  line 
of  reasoning  and  that  experience,  a  man  might  feel  that 
the  future  was  likely  to  be  dull  and  uninteresting. 

But  let  me  call  your  attention  to  a  few  things  that  have 


162  BUTGEBS  CELEBRATION 

happened  since  that  inspection  trip.  In  the  first  place, 
we  have  had  the  development  of  wireless  telegraphy; 
and  this  great  station  within  sight  of  your  town,  the 
largest  in  the  world,  and  that  station  down  on  Long 
Island,  are  the  only  ready  means  of  communication  today 
between  this  country  and  the  Central  Powers  of  Europe. 
We  have  had  the  development  of  the  submarine,  with 
consequences  which  we  are  able  only  dimly  to  appreciate. 
We  have  had  the  development  of  the  automobile,  and  in 
the  year  closing  June  30,  Henry  Ford  took  out  of  the 
Ford  establishment  as  his  share  of  profit — not  in  the 
exercise  of  a  monopoly  founded  on  patents,  but  as  a  mere 
manufacturer's  profit,  in  the  production  of  one  of  many 
types  of  that  machine — over  $34,000,000.  There  is  much 
loose  talk  about  swollen  fortunes.  I  have  but  a  few  years 
to  live  before  I  exhaust  the  allotted  span  of  life;  but 
I  have  no  doubt  that  in  these  recurring  periods  of  in- 
dustrial excitement,  I  shall  yet  live  to  see  the  dollar  of 
today  look  like  thirty  cents. 

Then,  there  is  the  development  of  the  aeroplane.  At 
the  edge  of  your  town  there  has  been  spent  within  the 
last  twenty-four  months  over  five  million  dollars  in  the 
establishment  of  what  is  probably  the  best  aeroplane 
manufactory  in  this  country.  I  saw  on  Tuesday  night 
a  motor  turned  out  in  that  factory  producing  a  horse 
power  to  214  pounds  of  weight.  Now,  it  is  easily  within 
the  effort  of  a  child  to  hold  out  at  arm's  length,  on  the 
palm  of  his  hand,  2^4  pounds.  Many  of  you  saw  today 
twenty-five  men  on  the  football  field,  eleven  on  either  side 
and  three  refereeing  and  umpiring.  The  united  effort 
of  those  twenty-five  men  could  exercise  no  such  sustained 
power  as  the  214  pounds  of  assembled  material  that  the 
Wright  Aeroplane  Company  is  turning  out ;  and  it  seems 
to  me  that  is  of  profound  interest  to  everyone. 

But  another  thing  has  happened  that  to  my  mind 
throws  into  shadow  all  these  other  developments.  Within 
this  intervening  time  the  Curies  and  their  predecessors, 
Cooke  and  Roentgen,  and  others,  fell  upon  the  discovery 


SATURDAY,  OCTOBER  FOURTEENTH  163 

of  radioactive  bodies.  Up  to  that  time  man  had  only 
been  able  to  deal  with  material  en  masse.  He  could  move 
it  from  place  to  place  in  transportation.  He  could  trans- 
form its  shape  in  manufacture.  But  now  we  are  able  to 
excite  atomic  changes,  and  we  are  able  to  deal  with  ma- 
terial not  only  in  the  mass  but  in  its  atomic  structure. 
A  new  and  unkno\vn  world  is  just  opening  up  before  us, 
about  which  no  one  can  venture  very  far  in  his  pre- 
dictions. 

I  am  not  naturally  an  envious  person,  and  I  count 
myself  to  have  been  very,  very  fortunate;  but  I  do  sin- 
cerely envy  these  young  men  their  youth.  There  is  so 
much  for  them  to  look  forward  to,  and  so  much  that  they 
can  gain,  and  this  world  is  such  a  wonderful  place  that 
I  think  of  it  often  as  the  poet  thought  of  that  mighty 
Mistress  of  the  Nile:  *'Age  cannot  wither  her,  nor  cus- 
tom stale  her  infinite  variety." 

Toastmaster  Fiske:  The  next  subject  presented  is 
*'The  College  Graduate  in  the  World  Evangelism." 
There  has  been  selected  as  the  speaker  a  graduate  of 
Rutgers,  born  in  India,  who  soon  after  his  graduation 
went  back  to  India  as  a  missionary,  was  President  of  a 
college  there,  and  has  since  his  return  been  Foreign 
Secretary  of  the  Board  of  Missions  of  his  Church.  Let 
me  introduce  the  Reverend  Dr.  William  I.  Chamberlain 
of  the  class  of  '82. 

SPEECH 
WniiAM  I.  Chamberlain,  Ph.D.,  D.D. 

Glass  of  1882;  Foreign  Secretary  Board  of  Foreign  Missions 
Reformed  Church  in  America 

THE  COLLEGE  GRADUATE  IN  THE  WORLD 
EVANGELISM 

Mr.  Toastmaster  and  Gentlemen  of  Rutgers:  It  is 
certainly  not  my  purpose  to  stand  long  between  you  and 
the  relief  from  these  very  strenuous  days  of  exciting  en- 


164  BUTGERS  CELEBRATION 

joyment  of  this  commemoration.  I  shall  speak  in  a  few 
words,  according  to  suggestion,  in  terms  of  personality, 
in  terms  of  individual  graduates  of  this  institution. 

By  a  very  timely  and  fortunate  circumstance,  it  has 
fallen  to  my  lot  very  recently  to  see  a  good  many  of  these 
graduates  of  Rutgers  engaged  in  what  has  been  called 
for  our  subject  this  evening,  *' world  evangelism."  By 
the  further  fortunate  circumstance  of  an  official  relation- 
ship with  our  New  York  City  Alumni  Association  I  was 
able  to  carry  to  these  men,  as  I  saw  them,  the  greetings 
of  Rutgers  men  here  in  this  country.  I  felt  that  without 
the  formal  action  of  this  Association  or  of  the  New  York 
Alumni  Association,  I  was  authorized  to  carry  that  greet- 
ing to  these  brother  alumni  of  ours  who  are  in  these 
foreign  lands  and  in  places  of  much  isolation. 

It  is  my  great  pleasure  this  evening,  in  meeting  this 
assignment  given  me,  to  bring  back  to  you  the  greetings 
of  these  men. 

As  I  journeyed  I  came  first  in  the  Land  of  the  Rising 
Sun  upon  men  who  have  graduated  from  this  College — 
one  in  the  class  of  1857,  Doctor  James  H.  Ballagh,  fifty- 
four  years  in  that  Kingdom,  and  another  a  member  of 
the  class  of  1876  who  is  happily  here  with  us  tonight. 
I  bore  them  our  greetings,  and  in  turn  was  entrusted  by 
them  to  bring  back  to  the  first  gathering  that  I  might 
meet  of  Rutgers  men  in  this  country  their  own  greetings 
and  the  assurance  of  their  constant  thought  of  their 
Alma  Mater. 

In  passing  on  to  the  Middle  Kingdom  I  found  other 
men  whose  names  are  familiar  to  you — one  of  my  own 
class,  just  recently  passed  away.  Pitcher  of  the  class  of 
'82,  and  another  man  whom  you  know,  many  of  you, 
especially  of  the  younger  generation,  Frank  Eckerson  of 
the  class  of  1900 — living  and  working  in  much  loneliness, 
but  with  great  courage  in  the  land  of  southern  China. 
From  him  especially  do  I  bring  you  greetings  tonight.  I 
went  on  still  further,  and  in  the  land  of  mystical  philos- 
ophy and  unreal  pantheistic  teaching,  in  India,  I  came 


SATURDAY,  OCTOBER  FOURTEENTH  165 

upon  a  whole  group  of  Rutgers  men,  so  large  a  group 
indeed  that  they  had  formed  themselves  into  the  Rutgers 
Alumni  Association  of  India,  with  a  President  and  Secre- 
tary; and  their  membership  was  not  exhausted  by  these 
two  officers ;  they  had  some  other  members  of  this  Asso- 
ciation. By  formal  action,  after  giving  to  them  the  greet- 
ings of  the  Rutgers  men  at  home,  they  asked  me  to  bring 
to  the  Association  of  Rutgers  College,  at  the  time  of  its 
Jubilee,  at  its  Sesquicentennial  Celebration,  an  assurance 
of  the  cordial  feeling  and  very  deep  interest  of  the  Rut- 
gers men  of  India  for  the  Rutgers  men  here  at  home. 

Then  I  passed  on  to  the  far  away  Persian  Gulf,  and 
there,  I  think,  I  saw  the  most  lonely  and,  perhaps  I  might 
say,  the  most  courageous,  Rutgers  man  whom  I  met.  My 
ship  came  around  a  sharp  point  in  the  land,  and  I  saw 
before  me  an  amphitheatre  made  of  rocks,  just  hot  barren 
rocks;  and  in  a  little  space  between  these  rocks  and  the 
sea  there  were  a  few  houses  built  of  brick  and  plaster 
upon  which  the  sun  blazed.  No  green  thing  grew  there. 
I  landed  and  was  greeted  by  Barny  of  the  class  of  '94. 
I  saw  a  cheerful  smile  upon  his  countenance,  which  was 
not  manufactured  or  temporary,  but  the  reflection  of  his 
spirit  and  life.  I  took  oif  my  hat  to  that  man,  alone,  in 
a  high  service  for  our  country.  Maskat  is  said  to  be  the 
last  place  in  the  service  of  American  consular  assign- 
ments, so  far  as  a  place  of  residence  is  concerned,  soli- 
tary, without  any  spiritual  fellowship.  When  I  left  on 
the  boat,  with  that  feeling  over  me,  Barny  stood  up 
straight  with  a  smile  on  his  countenance  and  said,  *  *  Give 
my  greetings  to  the  Rutgers  men  when  you  go  to  their 
celebration  next  October;"  and  I  bring  you  Barny 's 
greetings  from  the  Persian  Gulf. 

There  is  one  other  Rutgers  man  from  the  Persian  Gulf 
who  is  here,  Worrall  of  the  Class  of  '84 ;  and  a  fine  med- 
ical service  he  has  rendered  there. 

I  was  talking  with  that  historian  of  ours  of  one  of  the 
classes  in  the  late  sixties,  who  is  present  with  us  today. 
He  pronounced  it  as  his  judgment,  based  upon  much  his- 


166  BUTGEBS  CELEBBATION 

torical  study,  that  perhaps  the  College  of  Rutgers,  here 
upon  the  banks  of  the  old  Raritan,  had  exercised  as  wide 
and  deep  an  influence  upon  the  great  nations  of  the  East 
as  any  other  one  college  in  America.  I  think  that  this 
judgment  can  be  abundantly  shown  to  be  true.  I  know 
there  are  many  large  universities  and  colleges  in  these 
days  that  are  more  numerously  represented  in  these 
Eastern  lands.  But  I  am  quite  sure  that  there  is  no 
college  that  has  been  more  significantly  and  importantly 
represented  in  the  beginning  of  the  influence  of  Western 
civilization  in  Eastern  lands  than  has  been  this  College 
of  Rutgers. 

I  have  made  a  little  computation  and  I  find  in  the  cata- 
logue of  Rutgers  about  nineteen  alumni  under  the  one 
name  of  Scudder — all  of  these  men  listed  in  our  cata- 
logue, many  of  whom  have  spent  most  of  their  lives  in 
India,  contributing  about  250  years  to  the  laying  of  the 
foundations  of  a  spiritual  life  there ;  to  what  Dr.  Butler 
said  this  morning  was  the  holding  up  of  the  mirror  of 
the  spiritual  experience  of  the  West  to  the  East  and  the 
carrying  forward  of  the  spiritual  traditions  of  the  West- 
ern world  to  the  East. 

I  may  perhaps  say,  without  unbecoming  egotism,  that 
there  is  another  family,  the  name  that  I  bear,  that  has 
been  closely  associated  with  this  College.  My  own  re- 
vered father  was  drawn  to  our  Theological  Seminary 
from  another  institution  by  the  fame  of  the  teaching  of 
one  whom  many  of  us  honored  as  our  President,  Dr. 
Campbell,  when  teaching  in  the  Seminary ;  as  a  result  he 
became  closely  identified  with  this  College — so  closely 
that  he  sent  five  sons  to  Rutgers.  I  think  that  is  the 
family  record  here  in  the  College.  This  family  has  con- 
tributed about  100  years  to  transmitting  Western  ideals 
to  the  East.  Four  hundred  years  of  Rutgers  life  have 
been  spent  in  forming  and  in  moulding  the  life  of  that 
ancient  land  of  India. 

About  150  years  of  Rutgers  life  have  been  given  to 
China,  led  off  by  that  man  whose  portrait  is  here  upon 
the  wall,  John  Van  Nest  Talmage  of  1842,  who  spent 


SATURDAY,  OCTOBER  FOURTEENTH  167 

forty  years  there  in  formulating  a  grammar  and  diction- 
ary and  in  influencing  the  life  of  a  large  part  of  the  most 
historical  kingdom  of  the  world ;  Doty  of  the  class  of  '35 ; 
Rapalje  of  the  class  of  '55;  and  others  whom  I  have 
already  mentioned.  About  150  years  of  Rutgers  life 
have  also  been  given  to  Japan,  with  Ballagh,  of  whom 
I  have  spoken,  and  David  Murray  from  our  Faculty 
there.  Dr.  William  Elliot  Griffis,  who  is  here  this 
evening,  was  one  of  the  earlier  teachers.  Altogether 
Rutgers  has  given  no  less  than  one  thousand  years  of  life 
through  her  alumni  in  carrying  forward  the  spiritual 
traditions  of  the  West  into  the  East,  and  in  profoundly 
influencing  that  life.  Assuredly  this  is  abundant  illus- 
tration and  justification  of  the  claim  that  no  single 
college  in  this  country  has  probably  so  deeply  and 
significantly  influenced  the  changing  life  of  the  East  as 
has  Rutgers  College. 

I  should  be  untrue  to  these  Rutgers  men  did  I  not  indi- 
cate very  briefly  just  what  has  influenced  them  in  what 
we  are  calling  tonight  ** world  evangelism."  I  think 
that  the  pathos  of  the  present  day,  the  infinite  tragedy 
of  the  present  day,  lies  not  so  much  in  the  fact  that 
thousands,  yea,  hundreds  of  thousands  of  bodies  lie 
languishing  in  hospitals  in  Europe.  That  is  not  the  great 
tragedy.  The  tragedy  today  is  not  alone  the  fact  that  great 
nations  which  have  greatly  influenced  modern  civiliza- 
tion are  practically  confronting  the  question  of  their  con- 
tinued national  existence.  That  alone  is  not  the  tragedy 
today.  But  the  tragedy,  the  infinite  tragedy  of  the  day, 
as  it  appeals  to  the  men  who  are  trying  to  hold  up  the 
mirror  of  a  spiritual  experience  to  the  world,  lies  in  the 
fact  that  Corsica  has  momentarily  eclipsed  Galilee;  and 
we  men  know  here  that  Corsica  was  followed  by  the  exile 
of  St.  Helena,  and  that  Galilee  was  followed,  after  the 
few  dark  days  of  the  Crucifixion,  by  the  glory  of  the 
Resurrection. 

This  American  nation  by  reason  of  the  enterprise  of 
its  people  has  come  to  occupy  a  place  of  importance  in 
the  world  trade,  as  Mr.  Loree  has  shown  us  tonight.  This 


168  RUTGERS  CELEBRATION 

American  nation  by  reason  of  events  not  expected  and 
not  prearranged  has  come  to  occupy  a  commanding  place 
in  world  politics.  This  American  nation,  as  we  have 
learned  tonight  from  Professor  Cooper,  by  reason  of  its 
numerous  and  well  endowed  schools  and  colleges  and  uni- 
versities and  by  reason  of  its  many  earnest  scholars 
studying  and  teaching,  has  come  to  occupy  a  recognized 
place  of  leadership  in  the  world  of  thought.  If  this  be  so 
I  may  add — and  I  know  that  I  will  not  be  challenged  in 
this  assembly — that  by  every  law  of  national  life,  this 
American  nation  must  exercise  increasingly  a  large  place 
in  the  redemption  of  the  world,  and  I  am  not  using  those 
words  in  any  small  sense.  I  am  using  them  in  the  large 
sense  in  which  we  speak  of  holding  up  the  mirror  of  our 
spiritual  experience  to  mankind. 

The  old  motto  blazoned  forth  in  the  escutcheon  of 
Glasgow  Municipality  was  this :  *  *  Let  Glasgow  prosper 
by  the  preaching  of  the  Word" — an  astonishing  motto 
to  my  mind  for  a  municipality  which  is  known  through- 
out the  world  for  its  industries  in  iron  and  shipbuilding, 
its  ships  sailing  over  the  seven  seas  and  far  away.  Those 
wise  old  Scotch  fathers  knew  full  well  that  truth  in  life 
as  in  trade  was  necessary  in  order  that  Glasgow  might 
be  truly  great  and  that  she  might  be  influential  abroad. 
We  must  learn  it  ourselves  and  we  must  teach  it  to  our 
fellow  citizens  that  truth  in  the  inward  parts  of  our  na- 
tional life  and  in  the  outward  agencies  of  our  nation's 
trade  and  world  contacts  alone  will  make  this  nation 
justly  and  enduringly  great.  These  men  of  Rutgers  who 
are  engaged  in  what  we  are  pleased  to  call  world  evan- 
gelism are  encouraging  that  great  universal  idea. 

After  all,  what  is  this  enterprise  of  evangelism?  It 
has  never  degenerated  into  a  mere  egotism  which  com- 
passes sea  and  land  for  the  purpose  of  making  one 
proselyte.  It  is  far  otherwise  than  that.  It  is  not  a 
ruthless  destruction.  It  is  not  a  mere  iconoclasm  that 
seeks  to  destroy  the  outward  image  of  the  shrine  and 
leave  the  reverence  within  the  breast  of  the  worshipper. 
This,  it  seems  to  me,  is  the  principal  task  of  the  college 


SATURDAY,  OCTOBER  FOURTEENTH         169 

man — to  elevate  the  faith  of  the  idolator  before  it  is  wise 
to  tear  down  the  idol  from  the  high  places  in  the  grove. 
And  the  college  man  today  is  engaged  in  the  tragical  en- 
deavor to  uplift  the  faith  of  the  cold  pantheist  and  the 
gross  idolator,  before  he  ventures  to  tear  down  the  idols 
from  the  high  places  in  the  grove. 

The  enterprise  of  these  men  whom  we  honor  in  the 
distant  places  of  the  earth  is  not  a  mere  destruction  of 
alien  faith;  it  is  not  a  ruthless  overthrow  of  alien  doc- 
trines and  ideals;  but  it  is  an  ambassage  for  the  incor- 
poration of  broken  and  friendless  races  into  the  Empire 
dominated  by  the  spirit  of  Him  who  washed  the  feet  of 
His  disciples. 

The  Missionary,  the  Evangelist  of  Rutgers,  wherever 
he  goes,  goes  forth  not  to  impose  a  new  and  hard  doc- 
trine, but  to  evoke  a  new  and  a  richer  life.  He  goes  forth 
not  to  deny,  but  to  affirm,  and  like  his  Master,  the  great 
Teacher  from  the  skies,  he  goes  forth  not  to  destroy  but 
to  fulfill. 

I  came  upon  a  book,  only  a  short  time  ago,  called 
"Man  Songs,"  in  which  I  found  the  following  passage, 
which  I  pass  on  to  the  men  of  Rutgers  gathered  here 
tonight : 

* '  More  than  half  beaten,  but  fearless. 
Facing  the  storm  and  the  night. 
Breathless  and  reeling,  but  tearless, 
Here  in  the  lull  of  the  fight, 
I,  who  bow  not  but  before  Thee, 
God  of  the  fighting  clan. 
Lifting  my  fists,  I  implore  Thee, 
Give  me  the  heart  of  a  man  I 

What  though  I  live  with  the  winners. 
Or  perish  with  those  who  fall. 
Only  the  cowards  are  sinners, 
Fighting  the  fight  is  all. 
Strong  is  my  foe,  he  advances; 
Snapt  is  my  blade,  0  Lord! 
See  the  proud  banners  and  lances. 
Oh,  spare  me  this  stub  of  a  sword. ' ' 


170  RUTGERS  CELEBRATION 

That  is  what  the  Kutgers  men  in  Asia  are  doing,  hold- 
ing on  to  that  stub  of  a  sword  and  fighting  to  present 
the  spiritual  mirror  of  Rutgers  to  the  people  of  the  Far 
East. 

Toastmaster  Fiske:  I  have  now  to  announce  the  last 
topic,  but  I  want  to  say  that  there  are  two  more  events 
on  the  program  of  the  evening,  which  will  take  only  a 
short  time  and  will  be  most  interesting.  This  last  topic 
is  ''The  College  Graduate  in  the  College  World."  The 
response  will  be  made  by  one  of  our  graduates,  who,  like 
the  last  two,  is  a  trustee  of  the  College,  who  graduated 
only  in  1892  but  has  already  achieved  a  very  prominent 
position  in  the  bar  of  New  York,  a  partner  of  my  dear 
old  friend  Kellogg,  with  whom  I  spent  the  afternoon — 
Mr.  Philip  M.  Brett. 

SPEECH 
Philip  M.  Brett,  A.B.,  LL.B. 

Class  of  1892 

THE  GRADUATE  IN  THE  COLLEGE  WORLD 

The  assignment  of  topics  has  left  the  speaker  in  a 
peculiar  position.  Professor  Cooper  of  Cornell  repre- 
sents the  Rutgers  graduate  who  is  intellectual.  Dr.  Cham- 
berlain the  Rutgers  graduate  who  is  religious,  Mr.  Loree 
the  graduate  who  is  busy,  and  I  have  been  left  with  the 
ignorant,  the  irreligious,  and  the  idle — a  comparatively 
small  constituency,  for  we  all  know  that  every  Rutgers 
graduate  is  intellectual,  is  busy,  and  has  had  the  advan- 
tages of  college  chapel.  I  seem  to  be  in  the  position 
of  the  man  who  is  all  dressed  up  and  no  place  to  go, 
like  our  old  friend  who,  having  been  refused  admission 
at  the  gates  of  Heaven  and  being  unable  to  obtain  admis- 
sion below,  was  given  a  ton  of  dynamite  and  some  sul- 
phur matches  and  told  that  he  might  make  a  little  place 
of  his  own. 

But  after  all,  perhaps  I  have  misinterpreted  my  sub- 


SATURDAY,  OCTOBER  FOURTEENTH         171 

ject.  It  may  be  inclusive  instead  of  exclusive.  For  all 
college  graduates,  no  matter  what  their  attainments,  go 
out  into  a  real  and  tangible  postgraduate  college  world. 
From  the  time  of  graduation  the  man  is  stamped  and 
catalogued  with  the  name  of  his  college.  It  becomes  part 
of  his  life  history  from  the  time  he  enters  into  the  activ- 
ities of  life  until  his  record  is  given  in  his  obituary  notice, 
if  he  is  unfortuante  enough  to  have  one.  This  college 
world  is  evidenced  in  many  ways.  Each  college  has  its 
alumni  organizations;  many  colleges  and  universities 
have  graduate  clubs,  and  every  large  city  has  its  uni- 
versity club.  We  now  hear  of  college  political  clubs. 
Four  years  ago  there  was  a  presidential  intercollegiate 
contest  in  which  Harvard,  Yale,  and  Princeton  were  the 
contestants.  Then  Princeton  won.  This  year  we  under- 
stand that  Brown  has  entered  a  candidate.  And  let  us 
not  forget  our  own  Garret  A.  Hobart.  The  world  at  large 
as  well  as  this  post-graduate  college  world  is  very  critical 
of  the  college  man. 

The  increased  advantages  of  education  and  oppor- 
tunities place  upon  the  young  man  going  forth  from  our 
institutions  greater  responsibilities.  If  his  life  work  is 
a  failure  he  can  find  no  excuse  in  the  fact  that  it  was 
occasioned  by  reason  of  limited  opportunities.  The 
** Autocrat  of  the  Breakfast  Table"  expressed  his  pref- 
erence for  the  college  graduate  in  the  world's  work, 
but  said  that  it  was  better  for  a  man  to  be  self-made 
than  not  to  be  made  at  all ;  and  he  told  of  the  Irish  laborer 
in  Cambridge,  who,  without  building  experience,  erected 
his  own  house  from  drain  pipe  to  chimney  pot.  It  was 
a  very  creditable  piece  of  work  for  a  laborer  although 
of  rough  construction  and  sadly  out  of  plumb.  The  la- 
borer received  great  credit  for  his  work  as  a  novice  and 
the  faults  in  construction  were  excused  on  that  account, 
but  his  house  did  not  compare  with  the  rows  of  houses 
on  the  next  block,  erect  and  perfect  in  form,  from  the 
hands  of  the  master  builder.    Our  graduates  from  Rut- 


172  EUTGERS  CELEBRATION 

gers,  when  they  go  forth  into  the  world,  must  take  their 
place  in  the  **row  of  houses"  and  be  compared  by  the 
college  world  and  by  the  world  at  large  with  the  other 
houses,  the  products  of  the  other  colleges  and  uni- 
versities. 

And  this  college  world  is  very  critical,  particularly 
of  the  graduate  of  the  small  institution.  There  is  no 
question  but  that  upon  first  entering  life's  struggle  the 
man  from  the  great  university  carries  with  him  the  pres- 
tige of  size  and  wealth.  But  the  man  from  the  smaller 
place,  spurred  on  perhaps  by  the  fact  that  the  burden 
of  proof  is  thus  placed  upon  him,  soon  realizes  that  the 
diploma  from  the  great  university  carries  with  it  no 
halo  or  guarantee  of  success.  But  it  is  not  wise  for  us 
in  the  smaller  colleges  to  be  heedless  of  this  college  pub- 
lic opinion.  We  do  not  always  need  to  follow  it,  but  it 
is  well  to  know  just  where  our  college  stands  in  the  public 
eye.  At  times  it  has  seemed  as  if,  proud  of  our  history 
and  our  work,  we  had  become  too  much  insulated  with 
tradition  and  it  was  difficult  for  the  spark  of  progress 
to  reach  us.  We  were  too  indifferent  to  what  other  people 
thought  of  us,  and  yet  we  are  told  by  the  canny  Scot : 
**0  wad  some  Pow'r  the  giftie  gie  us 
To  see  oursels  as  others  see  us; 
It  wad  f rae  monie  a  blunder  free  us 
And  foolish  notion." 

With  becoming  modesty  at  this  our  birthday  party  we 
can  safely  assert  our  enviable  position  in  the  eyes  of 
this  college  world.  And  our  reputation  is  not  local. 
Japan  knows  little  Rutgers  as  the  institution  which  gave 
the  man  who  established  in  that  great  empire  the  modern 
system  of  education.  Oxford  knows  us,  for  we  can  take 
great  pride  in  the  fact  that  four  out  of  the  last  seven 
Rhodes  scholarships  have  been  awarded  to  Rutgers  grad- 
uates; and  this  award  is  not  made  on  scholarship  alone, 
but  by  reason  of  all  around  social,  athletic,  and  intellec- 
tual attainments. 

And  how  splendidly  we  are  represented  in  the  true 


SATURDAY,  OCTOBER  FOURTEENTH  173 

college  world  in  the  various  sister  institutions  in  this 
country!  For  years  Stillman  was  Professor  of  Chem- 
istry at  Stevens;  Hill  was  at  Brown  and  Scott  at  the 
University  of  Michigan.  From  my  own  class  Thompson 
is  proficiently  filling  his  chair  at  the  University  of  Chi- 
cago ;  Van  Horn  is  prominent  in  the  Case  School  of  Ap- 
plied Science;  Morgan  has  brought  honor  to  himself 
and  this  institution  by  his  work  in  Chemistry  at  Colum- 
bia ;  and  Lull,  who  really  belongs  to  '92,  although  he  did 
graduate  in  '93,  is  at  Yale,  where  his  influence  extends 
far  beyond  the  four  walls  of  his  classroom.  And  in  more 
recent  years  Cooper,  who  has  spoken  so  splendidly  to  us 
today,  at  Cornell;  and  the  two  Scotts,  one  at  Harvard 
and  the  other  at  the  University  of  Michigan,  prove  that 
the  genius  of  great  teaching  is  still  governed  by  the  laws 
of  heredity. 

But  again  this  postgraduate  world  is  greatly  inter- 
ested in  the  athletic  standing  of  each  institution.  The  old 
graduate  who  has  forgotten  his  Latin  and  Greek  still 
remembers  in  detail  his  achievements  upon  the  gridiron 
or  the  diamond,  and  we  can  justly  take  great  pride  in 
the  position  old  Rutgers  has  held  in  this  important  field 
of  college  activities. 

I  remember  while  in  college  attending  one  of  the  Rut- 
gers Alumni  banquets  at  Old  Delmonico's  and  hearing 
Judge  Howland,  representing  Yale,  speak  of  Rutgers  as 
"the  little  bulldog  on  the  football  field,  afraid  of  no  one." 
We  all  know  of  that  classic  first  game  of  intercollegiate 
football  ever  played  in  this  country,  between  Princeton 
and  Rutgers,  which  Rutgers  won,  and  there  are  some 
of  our  alumni  here  present  who  played  on  that  first 
Rutgers  team.  Are  you  so  familiar  with  the  second  game 
of  intercollegiate  football  played  in  this  country?  It  was 
between  Columbia  and  Rutgers.  Stuyvesant  Fish,  '71, 
Columbia,  brought  his  warriors  to  New  Brunswick  and 
the  victory  of  Rutgers  is  recorded  by  a  Columbia  poet 
in  these  classic  lines: 


174  BUTGERS  CELEBRATION 

**And  thus  they  battled  all  that  day, 
On  Jersey's  sticky  red  hued  clay, 
And  many  an  undershirt  was  torn. 
And  many  an  awful  swear  was  sworn ; 
But  when  the  gods  display  their  hate, 
'Tis  vain  to  struggle  against  our  fate ; 
And  so,  alas,  by  set  of  sun. 
The  victory  was  by  Rutgers  won!'* 

But  after  all,  it  is  not  to  scholarship  or  to  athletics 
that  Rutgers  owes  her  real  position  of  prominence  in 
this  postgraduate  intercollegiate  world.  It  is  by  reason 
of  the  average  graduate  of  the  institution  who  has  gone 
out  into  the  humdrum  work  of  every  day  life  who  has 
done  his  work  well  in  the  community  in  which  he  has 
been  placed  and  has  assumed  in  his  life  the  full  responsi- 
bility of  his  advantages. 

Thus,  as  they  have  gone  forth  from  these  walls  in  the 
past,  so  they  will  throng  forth  in  the  future,  well  trained 
in  body,  well  equipped  mentally,  with  the  high  ideals  of 
their  fathers  and  with  the  far  vision  of  service. 

Toastmaster  Fiske:  You  will  have  noticed  in  the 
Chapel  a  new  tablet  in  honor  of  those  sons  of  Rutgers 
who  served  in  the  Civil  War.  That  tablet  will  be  pre- 
sented tonight  by  Dr.  Bevier  Has-Brouck  Sleght  of  the 
class  of  1880. 


PRESENTATION  SPEECH 
Bevier  H'B.  Sleght,  M.D. 

Class  of  1880 

It  has  been  a  great  privilege  conferred  upon  me,  the 
privilege  of  presenting  to  our  Trustees  from  the  Class 
of  '80  this  tablet  upon  which  are  inscribed  the  names  of 
102  men  of  Rutgers  who  went  into  the  Civil  War  in  de- 
fense of  their  country.    We  would  not  have  you  regard 


IN   HONOR  OF 


WHO  SERVED  THEIR  COUNTRY  IN  THE  CIVIL  WAR 
1861-1865 


'59SCMHKMOLLCS0II      '•« 


THIS  TABLET  HAS  BEEN  ERECTED  BY  THE  CLASS  OF  1880 
ON  THE  ONE  HUNDRED  AND  FIFTIETH  ANNIVERSARY  OF  THE  FOUNDING  OF  THE  COLLEGE 

1916 


TO  TI1K(,L0RY  OF  (jOD  ANDIN  MKMORYOF 

m- PHILIP- MILLEDOLER ^ D  D  =  STD 

MINISTERUF  THE  (lOSPEL  -  PR!  Mill  NT  OF  Rl  K.r.HS  COLLEdF. 

BORN  SFPTEMBKR-22  1775 UIFDSEPTFMBFR  22  18G2 

r.RAnUATEl)  FROM  inilMBIAaJLLh(,l.lN17f)3  URDAINED  IN  I7!)4 
PASTOROK  Sl)f(ESSIVt:  (IILR(HFSASl)  riNALLYFRUM  18I3T0  1«25 
OFTHE  COLLEGIATE  REFORMED  DUTCH  CHURCH  OF  NEW-YORK- cm 
PROFESSOR  OF  THEOLOGY  IN  THENEWBRINSWRKSEMINARYAND 

PRESIDENTOF  RUTGERS  (OLLEGF  FROM  lM2r,  TO  1840 

FLOOUENT  IN  DISCOURSE  FEKVFNT  IN  PRAYER  ARDENT  IN  PIFTY- AN 

EXAMPLE  TO  THEM  THAT  BELIEVEINVS(iRI)  IN  MANNEROFLIFE 

IN  LOVE  IN  FAITHIN  PURITY 

THIS  MEMORIAL  WAS  PI. \l  tI)-BY  lllS-liK\M)SON  (.ERAHD  BEtKMAN 

(IN  THE-ONE  HIINnRF.D  AM)  FIFTirril  ASMVKKSAHVnf  THE  KOHNDIM. 

OF  KLTOEKS  (DIM  M     \  IJ  l»V\ 


SATURDAY,  OCTOBER  POURTEENTfi  US 

this  tablet  merely  as  symbolic  of  the  tolling  of  bells  to 
their  memory,  fitting  as  this  might  be;  we  would  have 
it  regarded  in  a  very  different  light. 

All  here  know  that  in  every  city  in  the  Union  the 
Government  is  constantly  urging  the  enlistment  of  men 
to  fill  the  ranks  of  our  small  army  and  to  man  the  ships 
of  the  navy.  We  compare  the  meagre  success  of  these 
efforts  unfavorably  with  the  rush  to  enlist  which  oc- 
curred when  these  102  men  went  eagerly  to  the  front. 

We  all  further  realize  how  unprepared  is  our  army, 
after  two  years  of  warning,  to  deal  successfully  with 
even  the  ill  organized  squads  of  a  southern  republic  on 
our  very  border! 

The  Class  of  '80,  standing  in  the  shadow  of  Old 
Queen  *s  one  June  night,  heard  coming  toward  hospitable 
Rutgers  the  steady  tread  of  eager  feet — the  feet  of  those 
seeking  knowledge  in  Rutgers 's  peaceful  halls — the  vol- 
ume of  their  tread  increasing  fast.  Then  the  project  of 
this  tablet  was  born,  and  we  would  have  it  speak  in  high 
honor  of  these  102  brave  men,  and  yet  more  have  it  speak 
trumpet  tongued,  with  the  shrill  of  the  fife,  the  rattle 
of  the  martial  drum,  to  all  these  here  tonight,  and  to  the 
thousands  who  shall  come,  the  fact  that  the  first  com- 
mand to  heed  is  the  call  of  our  country.  We  would  have 
it  speak  of  preparedness  for  peace  secured  by  early  and 
adequate  preparation  for  war. 

The  submarine  has  tunneled  the  Atlantic,  the  eye  of 
its  periscope  has  viewed  our  unprepared  state.  A  great 
European  army  has  landed  on  our  shores  each  year  for 
years  I  Many  of  them  have  prospered  here  beyond  their 
dreams,  but  their  loyalty  to  the  United  States  is  much 
to  be  questioned. 

But  there  is  one  more  subject  that  I  would  bring  be- 
fore you,  briefly.  It  is  the  need  for  fireproofing  our 
Chapel.  In  it  are  portrayed  the  faces  of  men  whom  all 
of  us  highly  esteem  and  whom  many  more,  who  have 
gathered  here  at  other  times,  love  as  fervently  as  we. 
In  the  present  condition  of  the  Chapel  a  fire  that  would 


176  BUTGERS  CELEBRATION 

wipe  out  all  these  faces  is  actually  invited,  and  the  build- 
ing which  we  love  so  highly  could  be  wiped  out  in  the 
course  of  a  few  hours.  If  there  is  any  one  thing  which 
we  need,  and  which  every  alumnus  of  the  College  would 
greatly  appreciate,  it  is  the  fireproofing  of  that  picture 
gallery  of  Rutgers  College. 

Toastmaster  Fiske  :  It  is  the  happy  duty  of  Dr.  Louis 
Bevier,  as  Chairman  of  the  Executive  Committee  of  the 
Alumni  Association,  to  make  a  presentation  which  will 
be  of  very  absorbing  interest  to  you  all. 

PRESENTATION  SPEECH 
Louis  Bevier,  Ph.D.,  Litt.D. 

Class  of  1878 

Mb.  Toastmaster,  Fellow  Alumni,  and  Friends:  At 
this  late  hour  I  shall  certainly  be  as  brief  as  possible  in 
performing  my  pleasant  task. 

This  great  anniversary  occasion  has,  I  think,  brought 
home  to  the  consciousness  of  every  one  of  us  the  dignity, 
the  worth,  and  the  power  of  our  College  more  vividly 
perhaps  than  ever  before.  Certainly  it  has  prompted  me 
to  attempt  afresh  a  definition  of  the  spirit  of  the  College, 
imperfectly  of  course,  but  as  best  I  could. 

Frankly  let  me  say  that  the  inspiration,  if  there  be 
any,  finds  its  source  in  tonight's  program.  Of  course 
I  did  not  know  what  the  speakers  would  say,  but  I  knew 
the  speakers  and  knew  something  of  the  spirit  that  each 
would  breathe  into  this  occasion.  How  often  has  a  col- 
lege been  defined,  and  yet  never  in  fimal  terms.  May  I 
give  you  in  a  few  verses  a  fresh  attempt  to  express  the 
spirit  of  a  college?  It  is  there  that  the  young  man  dons 
the  toga  of  manhood. 

The  open  book  of  knowledge  summons  you, 
O  Young  man.    Make  it  your  companion.    Turn 
The  pages  of  the  storied  past,  and  learn 

What  man  has  done,  what  man  may  hope  to  do. 


SATURDAY,  OCTOBER  FOURTEENTH  177 

Let  science  speak,  and  follow  where  her  clue 
Leads,  unafraid.     Her  fires  will  never  burn 
The  house  of  life,  for  truth  is  her  concern. 

And  where  truth  shatters,  truth  will  build  anew. 

These  gifts  the  college  gives  in  generous  mood. 

Take  then,  unpriced,  what  riches  cannot  buy. 
So  shall  you  gain  that  mental  rectitude 

Which  hates  an  error  as  it  hates  a  lie. 
So  shall  you  don  man's  toga  in  a  state. 
Where  mind  is  regnant  and  articulate. 

The  open  doors  of  life's  activities 

Beckon,  O  youth,  and  yours  the  fateful  choice. 
Attune  your  ear  to  hearken,  that  the  noise 

Of  mart  and  forum  melt  to  harmonies. 

The  issue  is  too  grave  for  slothful  ease. 

The  worker  will  have  tools,  not  futile  toys. 

And  perfect  workmanship  affords  the  joys 
The  master  feels  who  plays  upon  the  keys. 

The  college  offers  skill  of  head  and  hand, 

For  mastery  of  trade,  profession,  art. 
And  this  as  gracious  largesse,  not  command, 

Accept  the  largesse,  take  the  manly  part; 
So  shall  you  don  man's  toga  in  a  state 
Where  generous  toil  is  lord  and  potentate. 

The  windows  of  the  sky  are  opened  wide 
To  youth,  for  youth  alone  defies  the  bars 
Of  sense,  pierces  the  space  beyond  the  stars 

From  summits  where  the  air  ia  clarified. 

Let  your  soul  grow  on  visions.    Let  not  pride 
Of  hand  or  head  disfigure  with  its  scars 
The  beauty  which  all  haughtiness  but  mars. 

Let  love  inundate  life,  a  rising  tide. 

Our  Alma  Mater  claims  her  name  for  this, 

For  gentleness  and  loyalty  to  truth, 
On  each  son's  brow  she  prints  a  mother's  kiss. 

And  bids  him  God  speed  in  the  strength  of  youth. 
So  may  you  wear  man's  toga  in  a  state, 
A  kingdom,  ruled  by  love  immaculate. 

I  love  to  think  that  we  have  very  many  alumni  who 
have  donned  the  toga  of  manhood,  in  all  the  senses  that 
I  have  tried  to  express.  There  is  one  alumnus  here  to- 
night of  whom  I  know  that  this  is  true,  one  whom  we 


178  RUTGERS  CELEBRATION 

have  delighted  to  honor,  and  you  will  indulge  me  if  I 
attempt,  in  particular  reference  to  him,  one  further  word 
of  definition. 

A  college!  What  is  a  college?  Ultimately  we  must 
speak  in  terms  of  individuality,  of  personality,  of  one 
man's  leadership.  To  him  we  must  look  for  guidance, 
for  broad  vision,  for  hope,  for  aspiration,  and  for  the 
resolute  will  to  carry  plans  to  their  fulfillment.  In  this 
fundamental  sense  the  college  is  its  head.  The  college 
is  that  one  individual  who  leads.  Without  a  leader  no 
progress  is  possible,  and  no  movement  except  down- 
stream. Only  when  a  man  of  vision  sees  a  goal  and  pur- 
sues it,  then  and  then  only  does  an  institution  grow 
symmetrically  and  on  a  reasoned  plan. 

Gentlemen,  we  have  one  alumnus  who  has  given  this 
College  the  finest  leadership;  one  who  is  strong  enough 
to  dominate  without  domineering,  wise  enough  to  wel- 
come all  counsel,  assimilate  it,  and  come  to  his  own 
matured  judgment ;  so  true  that  falsehood  dare  not  show 
its  face;  a  man  who  may  be  trusted  in  the  dark.  The 
Alumni  of  Rutgers  have  joined  together  to  pay  him  a 
tribute,  and  to  express  to  him  their  appreciation  and 
their  affection.  It  is  my  duty  to  present  to  him  this  gift. 
May  I  ask  that  the  portrait  of  the  College,  as  personified 
by  her  president,  Dr.  Demarest,  be  unveiled. 

The  portrait  of  Dr.  Demarest  was  unveiled,  and  Dr. 
Demarest  made  the  following  response : 

THE  PRESIDENT'S  RESPONSE 

Gentlemen:  It  is  a  very  difficult  position  in  which 
I  find  myself.  I  cannot  say  that  it  is  a  surprise;  for, 
I  have  had  to  give  my  part,  my  time  and  my  coopera- 
tion, in  this  thing  that  the  alumni  might  secure  that  which 
they  proposed  to  secure.  But  I  feel  profoundly  moved. 
I  feel  that  I  do  not  deserve  the  words  which  have  been 
spoken.    I  have  tried  for  ten  years  to  give  this  College 


SATURDAY,  OCTOBER  FOURTEENTH  179 

leadership.  I  can  not  speak  of  that  leadership;  but  I 
can  speak  of  the  following  that  I  have  had ;  the  following 
in  spirit  and  work  of  the  Trustees,  the  members  of  the 
Faculty  and  the  graduates,  sharing  with  me  the  labors 
of  the  college  life.  I  wish  that  I  might  speak  in  adequate 
terms  of  the  spirit  that  has  been  shown  by  all  those  asso- 
ciated with  me,  of  the  debt  I  owe  to  them,  associated  in 
the  group — the  debt  I  owe  to  each  one:  I  would  like  to 
tell  you  of  it,  but  time  forbids,  and  I  hardly  feel  that 
I  could  do  it  at  the  moment.  I  would  like  to  tell  what 
men  have  done,  mentioning  them  name  by  name — those 
who  have  been  the  leaders  in  the  intellectual  life  of  the 
College  and  in  the  progress  of  all  its  work  of  instruction. 
While  some  things  have  been  said  tonight  which  have 
made  me  very  happy,  I  have  all  the  time  been  under  the 
impression  that  perhaps  there  was  some  misunderstand- 
ing beneath  some  of  the  words  that  were  spoken.  I  think 
that  we  all  have  been  profoundly  impressed  with  the  suc- 
cess of  this  great  celebration.  I  think  that  many  things 
have  been  said  in  tribute  to  the  occasion  so  well  planned, 
so  well  brought  through :  it  has  meant  more  than  we  can 
tell  perhaps,  or  imagine,  for  the  welfare  of  the  College. 
But  I  have  not  done  it.  We  have  had  a  Committee.  They 
have  consulted  with  me  again  and  again  and  I  have  ad- 
vised and  labored  as  I  could.  But  other  men  planned 
and  carried  through  in  detail.  And  is  it  not  a  most  in- 
teresting thing  that  three  men  most  particularly  en- 
gaged in  planning,  who  gave  themselves  to  every  detail 
unsparingly,  all  hours  of  the  day  and  night,  are  not 
alumni  of  the  College  ?  Clarence  Ward,  Chairman  of  the 
Committee,  Ralph  G.  Wright,  and  Edmond  W.  Billetdoux. 
I  cannot  begin  to  tell  you  the  story  of  their  devotion  to 
the  whole  movement ;  it  has  commanded  all  their  powers 
of  body,  mind,  and  spirit.  I  tell  you  there  is  not  among 
us  one  who  is  a  more  loyal  son  or  servant  of  Rutgers. 
And  with  them  in  like  splendid  devotion  and  service  have 
been  the  alumni  members  of  the  committee,  George  A. 
Osborn,  Earl  R.  Silvers,  and  our  Dean  himself,  Louis 
Bevier. 


180  RUTGERS  CELEBRATION 

I  accept  the  gift,  of  course,  making  very  grateful  ac- 
knowledgment. You  will  allow  me,  I  hope,  to  place  it 
on  the  walls  of  the  Chapel.  Up  to  this  time  the  portrait 
of  no  one  living  has  been  there.  Dr.  Scott's  portrait  has 
now  been  added.  If  you  will  permit  me  to  add  this  one 
I  shall  again  be  grateful. 

I  give  you  my  warmest  thanks  for  all  that  has  been 
said  and  done  for  Rutgers  in  this  latter  time.  The  last 
ten  years  have  been  happy  years.  For  the  College  has 
seemed  to  grow  and  the  fellowship  has  been  very  close, 
and  the  friendships  that  have  been  formed  are  very  dear. 
The  words  that  have  been  spoken  tonight,  though  un- 
deserved, are  very  precious. 

(The  portrait  was  hung  the  next  morning  in  the  College 
collection  in  Kirkpatrick  Chapel,  near  that  of  Dr.  Austin 
Scott,  lately  President.) 

Toastmaster  Fiske:  Professor  Cook,  in  his  lectures 
on  chemistry,  when  his  labors  had  been  illuminating,  at 
the  end  always  said,  with  a  broad  smile :  *  *  The  experi- 
ment is  a  success. ' '  I  think  we  may  say  that  this  experi- 
ment of  the  Celebration  of  the  150th  year  of  Rutgers  has 
been  a  great  success.  But  you  will  prove  it.  Brother 
Alumni,  by  marching  forth  tonight  with  the  firm  determi- 
nation to  back  up  our  great  President  in  raising  that 
million  dollar  fund,  which  he  has  just  started  tonight. 


SUNDAY 
OCTOBER  FIFTEENTH 


THE  ANNIVERSARY  SERMON 
The  Kirkpatrick  Chapel,  11 :00  A.  M. 

On  Sunday  morning  service  with  anniversary  sermon 
by  the  Reverend  A.  V.  V.  Raymond,  lately  President  of 
Union  College,  was  held  in  the  Chapel  at  eleven  o^clock. 
It  was  attended  by  a  large  congregation.  Special  music 
by  the  undergraduate  choir  was  rendered  under  the  di- 
rection of  the  Musical  Director,  Mr.  Howard  D.  McKin- 
ney,  and  the  Chorister,  Assistant  Professor  Harry  N. 
Lendall.  The  order  of  service  was  as  follows: 
Prelude 
Invocation  and  the  Lord's  Prayer 

Rev.  W.  H.  S.  Demarest,  D.D.,  LL.D.,  President  of  the  College 

Salutation 

Anthem:    **A  Prayer  of  Thanksgiving,"  Folk  Song  of 
the  Netherlands,  Seventeenth  Century 

We  gather  together  to  ask  the  Lord's  blessing, 
He  chastens  and  hastens  His  will  to  make  known; 
The  wicked  oppressing,  cease  them  from  distressing, 
Sing  praises  to  His  name,  He  forgets  not  His  own. 

Beside  us  to  guide  us,  our  God  with  us  joining. 
Ordaining,  maintaining  His  kingdom  divine. 
So  from  the  beginning  the  fight  we  were  winning; 
Thou,  Lord,  wast  at  our  side — the  glory  be  Thine! 

We  all  do  extol  Thee,  Thou  Leader  in  battle, 
And  pray  that  Thou  still  our  Defender  wilt  be. 
Let  Thy  congregation  escape  tribulation; 
Thy  name  be  ever  praised! — O  Lord,  make  us  free. 

The  Law,  Decalogue,  and  Summary 
Kyrie 

Responsive  Reading 
Gloria 

Hymn:    Ancient  of  Days,  **0  Holy  Father,  who  hast  led 
Thy  children" 

183 


184  RUTGERS  CELEBRATION 

O  Holy  Father,  Who  hast  led  Thy  children 

In  all  the  ages,  with  the  fire  and  cloud. 
Through  seas  dry-shod;  through  weary  wastes  bewildering; 

To  Thee,  in  reverent  love,  our  hearts  are  bowed. 

O  Holy  Jesus,  Prince  of  Peace  and  Saviour, 

To  Thee  we  owe  the  peace  that  stUl  prevails, 
Stilling  the  rude  wills  of  men's  wild  behavior 

And  calming  passion's  fierce  and  stormy  gales. 

O  Holy  Ghost,  the  Lord  and  the  Life-Giver, 

Thine  is  the  quickening  power  that  gives  increase. 

From  Thee  have  flowed,  as  from  a  pleasant  river. 
Our  plenty,  wealth,  prosperity,  and  peace. 

O  Triune  God,  with  heart  and  voice  adoring, 

Praise  we  the  goodness  that  has  crowned  our  day; 

Pray  we  that  Thou  wilt  hear  us,  still  imploring 
Thy  love  and  favor,  kept  to  us  alway. 

William  Croswell  Doane  1886 

Scripture  Lesson 

Tenor  Solo:  *' How  Lovely  are  Thy  Dwellings"      Liddle 

Prof.  Harry  N.  Lendall 

How  lovely  are  Thy  dwellings,  O  Lord  of  Hosts!  My  soul 
longeth,  yea  fainteth,  for  the  courts  of  the  Lord.  My  heart  and 
my  flesh  cry  out  for  the  living  God.  Yea,  the  sparrow  hath  found 
her  a  house  and  the  swallow  a  nest  where  she  may  lay  her  young, 
even  Thine  altars,  O  Lord  of  Hosts,  my  King  and  my  God.  O 
Lord  God  of  Hosts,  hear  my  prayer.  I  would  rather  be  a  door- 
keeper in  the  house  of  my  God  than  to  dwell  in  the  tents  of  wick- 
edness; for  a  day  in  Thy  courts  is  better  than  a  thousand. 

Prayer 

Rev.  J.  Preston  Searle,  D.D.,  President  of  the  Faculty  of  the 
New  Brunswick  Theological  Seminary 

Hymn:     Adeste  Fideles,  ''How  firm  a  foundation,  ye 
saints  of  the  Lord" 

How  firm  a  foundation,  ye  saints  of  the  Lord, 
Is  laid  for  your  faith  in  His  excellent  word! 
What  more  can  He  say  than  to  you  He  hath  said. 
You  who  unto  Jesus  for  refuge  have  fled? 

"Fear  not,  I  am  with  thee,  O  be  not  dismayed, 
For  I  am  thy  God,  and  will  still  give  thee  aid; 
I'll  strengthen  thee,  help  thee,  and  cause  thee  to  stand, 
Upheld  by  My  righteous,  omnipotent  hand." 


< 

o 
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p4   O 

Eh  W 

M    tU 


g 
O 

2 

o 

a 

CZ2 


SUNDAY,  OCTOBER  FIFTEENTH  185 

"When  through  the  deep  waters  I  call  thee  to  go 
The  rivers  of  woe  shall  not  thee  overflow; 
For  I  will  be  with  thee  thy  troubles  to  bless, 
And  sanctify  to  thee  thy  deei)est  distress." 

"When  through  fiery  trials  thy  pathway  shall  lie, 
My  grace,  all-sufficient,  shall  be  thy  supply; 
The  flame  shall  not  hurt  thee;  I  only  design 
Thy  dross  to  consume  and  thy  gold  to  refine." 

"The  soul  that  on  Jesus  hath  leaned  for  repose 
I  will  not,  I  will  not  desert  to  His  foes; 
That  soul,  though  all  hell  shall  endeavor  to  shake, 
I'll  never,  no  never,  no  never  forsake." 

R.  Keene   (f)    1787. 

ANNIVERSARY  SERMON 
The  Rev.  Andrew  V.  V.  Raymond,  D.D.,  LL.D. 

Pastor  of  the  First  Presbyterian  Church,  Buffalo,  N.  Y. 
Lately  President  of  Union  College 

Theme :    The  Relation  of  Christianity  to  Education 

There  are  personal  reasons  which  make  me  especially 
grateful  to  have  a  share  in  this  great  and  worthy  celebra- 
tion. My  father,  after  graduating  from  Yale,  came  here 
in  1825  for  his  theological  training.  Fifty  years  later  I 
entered  the  Seminary,  coming  from  Union  College;  and 
thirty  years  after  my  graduation  from  the  Seminary,  my 
son  entered.  Moreover  the  best  of  the  many  friends  with 
whom  God  has  blessed  me  is  now  the  honored  President 
of  the  Seminary.  It  will  be  seen  that  my  associations  are 
with  the  Seminary  rather  than  with  the  College  and  this 
doubtless,  in  connection  with  the  fact  that  I  was  for  many 
years  the  official  head  of  Union  College,  led  President 
Demarest  to  ask  me  to  speak  upon  the  special  theme  that 
is  to  have  our  thought  this  morning — The  Relation  of 
Christianity  to  Education. 

Before  I  speak  upon  this  theme  may  I  call  your  atten- 
tion to  the  fact  that  Union  shares  with  Rutgers  the  honor 
of  educating  most  of  the  ministers  of  the  Reformed 
Church;  for  Union,  no  less  than  Rutgers,  is  the  child  of 


186  RUTGERS   CELEBRATION 

the  Reformed  Church,  her  founders  being  the  Hollanders 
and  descendants  of  Hollanders  living  in  the  Upper  Hud- 
son and  Mohawk  valleys — chief  among  them  for  zeal  and 
persistent  effort,  the  Rev.  Dirck  Romeyn,  pastor  of  the 
Dutch  Church  in  Schenectady,  and  General  Philip  Schuy- 
ler, of  Albany.  It  is  a  matter  of  record  that  for  many 
years  after  the  founding  of  Union  College,  in  the  latter 
part  of  the  eighteenth  century,  fully  as  many  of  the  stu- 
dents in  New  Brunswick  Seminary  were  from  Union  as 
from  Rutgers  College.  There  were  times,  I  believe,  when 
the  Union  students  were  in  the  majority.  All  this  serves 
to  account  for  my  presence  here  today  to  speak  upon  this 
special  theme. 

Now,  when  they  saw  the  boldness  of  Peter  and  John 
and  perceived  that  they  were  unlearned  and  ignorant 
men,  they  marvelled;  and  they  took  knowledge  of  them 
that  they  had  been  with  Jesus.  Acts  IV :  13. 

No  well  informed  and  fair  minded  man  today  questions 
the  intimate  relation  between  Christianity  and  education, 
as  Christianity  is  represented  by  the  Church  and  educa- 
tion by  the  school ;  and  yet,  as  our  text  shows,  Christian- 
ity began  among  the  unlettered.  Its  original  appeal  was 
not  to  the  schoolmen,  but  largely  to  men  of  untrained 
faculties  and  undeveloped  minds.  This  was  enough  to 
condenm  it  in  the  judgment  of  the  learned.  **Have  any 
of  the  scribes  and  pharisees  believed?"  Had  the  impli- 
cation that  Christianity  was  unable  to  win  intelligent 
assent  been  true,  it  would  of  course  have  proved  fatal 
to  its  permanent  influence,  for  no  teaching  that  is  re- 
jected by  developed  and  unprejudiced  minds  can  retain 
its  power  indefinitely ;  at  least  it  must  depend  upon  ignor- 
ance and  self-interest  for  any  currency  that  it  may  ob- 
tain. In  reality,  however,  the  original  opposition  to  the 
teachings  of  Jesus  Christ  did  not  represent  the  intelli- 
gent judgment  of  unfettered  minds,  but  the  unreasoning 
intolerance  of  minds  enslaved  by  tradition  and  the  fear 
of  personal  loss.    The  leaders  of  Judaism,  the  supposed 


SUNDAY,  OCTOBER  FIFTEENTH  187 

intellectual  class,  saw  in  these  teachings  an  influence  sub- 
verting their  authority  and  destroying  their  privileges. 
That  was  enough;  whether  the  teachings  were  true  or 
not  they  must  be  suppressed.  It  was  not  the  human  mind 
but  human  nature,  perverse  in  its  selfishness,  that  first 
rejected  Christianity.  As  a  matter  of  fact  there  was 
little  real  intellectual  life  among  these  champions  of  the 
Jewish  faith.  There  was  learning  of  a  sort,  but  not  of 
the  sort  that  quickens  thought.  The  distinction  should 
always  be  made  between  a  certain  kind  of  scholastic  at- 
tainment and  intellectual  vigor.  The  mind  may  be  filled 
to  overflowing  with  facts  and  accepted  ideas  without 
acquiring  any  ability  to  project  a  new  thought  or  show- 
ing any  capacity  for  independent  judgment.  There  is 
a  method  of  supposed  culture  that  seems  to  sap  the 
vitality  of  the  mind,  leaving  it  barren  and  unfruitful. 
Wherever  education  is  little  or  nothing  more  than  the 
training  of  memory  and  the  accumulation  of  stereotyped 
ideas,  the  most  learned  become  the  most  unprogressive, 
incapable  of  original  thought. 

We  all  know  that  this  method  of  education  has  been 
followed  in  the  Orient  from  the  distant  past.  The  Jews 
of  Christ's  time  were  characteristically  Oriental.  The 
rejection  of  Christianity,  therefore,  by  their  rulers,  their 
educated  class,  was  not  a  serious  indictment  of  the  rea- 
sonableness of  the  Christian  truth.  All  that  it  meant 
was  that  Christ's  teachings  were  new,  either  in  their 
substance  or  in  their  form. 

When  we  say  that  the  first  disciples  of  Christ  were 
unlearned,  we  do  not  mean  that  they  were  unintellectual, 
incapable  of  vigorous  thought;  we  mean  only  that  they 
were  unlettered,  without  the  training  of  the  schools. 
That  training,  as  we  have  seen,  would  probably  have 
stifled  rather  than  quickened  the  true  life  of  the  intellect. 
Whenever  this  has  been  the  influence  of  the  schools,  in- 
tellectual vigor,  receptivity  to  new  ideas,  capacity  for 
original  thought,  if  found  at  all,  have  been  found  among 
the  untrained,  the  so-called  uneducated.    How  often  have 


188  RUTGERS  CELEBRATION 

the  great  leaders  of  some  forward  movement,  the  cham- 
pions of  truth,  sprung  from  the  ranks!  The  evidences 
are  abundant  that  the  Apostles  were  men  of  intellectual 
force,  unlettered  as  they  were.  Certainly  their  writings 
have  commanded  the  attention  of  the  world,  as  have  the 
writings  of  no  other  group  of  men,  though  but  one  of 
their  number  was  a  skilled  rhetorician,  a  scholar  in  the 
accepted  sense. 

It  may  seem  that  I  am  dwelling  unnecessarily  upon  the 
intellectual  conditions  that  met  Christianity  at  the  be- 
ginning; but  as  I  regard  it,  this  is  of  importance  to  my 
theme,  since  it  indicates  the  plane  upon  which  Christian- 
ity and  education  meet,  and  suggests  the  first  essentials 
for  the  work  of  Christianity  as  an  educational  force, 
a  responsive  moral  sense  and  an  open  mind. 

These  essentials  were  found  in  the  men  who  first  be- 
came the  disciples  of  Christ  and  with  them  the  educa- 
tional mission  of  Christianity  began.  It  mattered  not 
that  they  were  few  in  number,  humble  in  station,  un- 
known among  the  schoolmen.  Indeed  the  absence  of  all 
extraneous  advantages  only  made  the  influence  of  Chris- 
tianity upon  them  the  more  evident  and  enables  us  to 
trace  that  influence  the  more  easily  and  surely. 

What  was  it  that  Christianity  gave  to  these  men?  A 
new  interest  in  life,  a  new  enthusiasm,  a  new  ambition. 
This  was  the  vitalizing  energy  of  the  new  religion.  We 
may  call  it  by  some  other  name,  as  a  new  spirit,  a  new 
heart,  a  new  nature,  a  new  life,  a  new  hope;  but  prac- 
tically it  was  a  new  enthusiasm  which  took  possession 
of  them  and  sent  them  forth  in  a  new  direction.  Life 
had  a  new  meaning,  larger  scope,  greater  possibilities, 
as  Christ  Himself  indicated  when  He  said;  **I  am  come 
that  they  might  have  life  and  that  they  might  have  it 
more  abundantly.**  The  original  constraining  power  of 
Christianity,  therefore,  was  the  desire  or  the  ambition 
for  larger  life.  Such  an  ambition  was  possible  only  for 
men  who  were  free  to  choose,  whose  minds  and  hearts 
were  open  to  the  appeal  of  better  things.    It  could  not 


SUNDAY,  OCTOBER  FIFTEENTH  189 

touch  those  who  had  schooled  themselves  to  believe  that 
the  possibilities  of  life  had  been  exhausted,  that  there 
were  no  greater  and  better  things  than  the  fathers  had 
known.  Christianity  has  never  had  a  voice  and  has  no 
voice  today  for  men  who  worship  at  the  shrine  of  the 
prophets,  believing  that  the  greatest  wisdom  and  highest 
virtue  lie  buried  there.  The  belief  in  larger  life  repre- 
sents the  spirit  of  Christianity  in  all  the  ages,  and  in 
this  belief  we  find  the  secret  of  Christianity's  influence 
as  an  educational  force,  for  through  this  belief  has  come 
the  struggle  for  better  things  and  in  that  struggle  man 
has  developed  the  capacities  and  powers  that  clothe  him 
with  dignity  and  honor.  The  educational  work  of  Chris- 
tianity began,  therefore,  when  under  the  influence  of 
Christ's  teachings  men  strove  to  realize  the  larger  life 
that  He  held  before  them.  That  life  comprehended  moral 
excellence,  a  spirit  of  service,  supreme  devotion  to  truth 
and  an  ever  conscious  fellowship  with  God.  I  do  not 
hesitate  to  say  that  these  ethical  and  spiritual  ideals  have 
inspired  all  the  real  progress  that  has  been  made  during 
these  nineteen  centuries.  In  view  of  the  present  war, 
the  most  devastating  in  history,  we  are  inclined  to  speak 
softly  when  we  talk  of  progress,  for  of  what  avail  is 
man's  larger  dominion  over  the  forces  of  the  earth,  if 
this  mastery  of  nature  is  to  be  used  for  the  destruction 
of  human  life,  the  increase  of  suffering,  the  multiplica- 
tion of  sorrows?  Are  not  the  battlefields  of  Europe  and 
the  wreck  strewn  ocean  bed  a  suflScient  answer  to  all 
claims  of  progress  through  the  education  that  Christian- 
ity has  inspired?  Is  it  enough  to  reply,  as  so  many  do, 
that  pure  Christianity  has  not  inspired  the  education  of 
the  past?  Is  this  wholly  true?  We  may,  we  must  admit 
that  there  have  been  reactionary  movements,  possible 
only  by  a  denial  of  essential  Christianity — periods  of  in- 
tellectual, moral  and  spiritual  stagnation  when  scholas- 
ticism and  ecclesiasticism  prevailed  and  the  inspiring 
ideals  of  the  teachings  of  Jesus  Christ  were  forgotten; 
but  each  of  these  periods  has  been  followed  by  a  real  ad- 


190  RUTGERS  CELEBRATION 

vance  due  to  a  revival  of  Christian  motives,  Christian 
ideals,  and  Christian  principles.  We  admit  too  much 
when  we  say  that  there  has  been  no  real  Christianity 
in  the  world  since  the  time  of  the  Apostles.  We  are 
stampeded  too  easily  by  the  noise  and  confusion  of  battle. 
Why  not  take  account  of  the  revulsion  of  feeling  against 
war,  the  growing  conviction  that  it  is  wrong  in  principle 
and  must  be  abolished?  A  hundred  years  ago  all  this 
was  impossible  and  has  become  possible  today  only  be- 
cause the  increasing  intelligence  of  the  world  is  perme- 
ated with  Christian  thought  as  never  before.  No,  despite 
all  that  appears  today  that  seems  to  prove  the  world  un- 
changed, Christianity  has  been  more  than  a  name,  the 
Church  has  not  been  wholly  false  to  its  trust,  the  spirit 
of  the  living  Christ  has  not  knocked  in  vain  for  admission 
to  the  mind  and  heart  of  man.  The  greatest  triumph 
Christianity  has  ever  known  will  come  after  this  war, 
when  the  nations  band  themselves  together  in  a  league 
of  peace.  The  Prince  of  Peace  was  never  so  near  to  His 
earthly  throne  as  He  is  today. 

I  do  not  say  that  all  or  even  much  that  has  called  itself 
Christian  in  the  past  has  been  truly  Christian;  but  be- 
neath all  the  error  and  superstition  certain  forces  dis- 
tinctively Christian  have  been  persistently  at  work,  and 
these  have  determined  whatever  progress  has  been  made. 
Their  importance  in  the  field  of  education  will  appear  at 
once  as  I  name  them. 

First,  the  demand  for  Reality.  This  perhaps  more  than 
anything  else  indicated  the  direction  of  the  new  en- 
thusiasm which  Christ  gave  to  His  disciples.  They  were 
living  in  a  world  of  shadows,  of  pretended  virtues,  of 
boastful  knowledge,  of  arbitrary  power.  Christ  uncov- 
ered the  hoUowness,  exposed  the  deception,  and  then  re- 
vealed the  things  of  real  value,  kindling  in  His  followers 
zeal  for  the  substantial,  the  abiding.  He  went  to  the 
heart  of  things.  His  kingdom  was  the  Kingdom  of  Truth. 
He  taught  His  disciples  not  to  be  content  with  appear- 
ances, not  to  recognize  the  authority  of  tradition  as 


SUNDAY,  OCTOBER  FIFTEENTH  191 

supreme,  but  to  go  beneath  the  surface  of  things,  to 
search  for  the  truth,  to  listen  for  the  voice  of  truth,  and 
then  to  stand  for  the  truth  at  all  cost,  in  His  own  spirit 
of  quiet  and  sublime  independence.  How  clearly  this  is 
shown  in  the  incident  connected  with  our  text.  Two  of 
His  disciples,  Peter  and  John,  facing  the  rulers  who 
represented  the  whole  weight  of  traditional  authority 
and  had  virtually  the  power  of  life  and  death,  when  com- 
manded by  this  authority  to  cease  proclaiming  the  truth 
that  they  had  found,  answered:  ** Whether  it  be  right  in 
the  sight  of  God  to  hearken  unto  you  rather  than  unto 
God,  judge  ye.  We  cannot  but  speak  the  things  that  we 
have  seen  and  heard."  And  when  the  rulers  saw  their 
boldness,  their  independence,  their  utter  disregard  of 
personal  consequences  in  their  devotion  to  what  they 
believed  as  true,  and  perceived  that  they  were  unlearned 
and  ignorant  men,  untrained  by  the  schools,  they  mar- 
velled. Here  was  a  wonderful  thing.  How  account  for 
it!  There  was  but  one  way.  These  men  had  been  with 
Jesus,  had  not  only  listened  to  His  teachings,  but  had 
caught  His  spirit.  That  is  how  Christianity  began,  and 
it  represents  the  influence  of  the  Spirit  of  Jesus  through 
the  centuries.  To  this  influence  education  owes  its  great- 
est triumphs.  Without  it  the  education  of  the  Occident 
would  have  been  no  more  progressive  than  the  education 
of  the  Orient.  Devotion  to  truth  rather  than  to  mere 
tradition,  fearlessness  in  the  advocacy  of  truth  when  it 
antagonizes  accepted  beliefs — this  has  been  the  surest 
witness  borne  by  men  to  the  presence  in  their  hearts  of 
the  Spirit  of  Jesus.  Whenever  and  wherever  they  have 
been  led  to  inquire  and  investigate,  to  trace  effects  to 
their  hidden  causes,  to  discover  hidden  forces  and  their 
laws — in  a  word,  to  seek  and  find  truth,  reality,  and  hav- 
ing found  it,  to  champion  it,  in  the  face  of  ridicule,  con- 
tempt or  hatred — there  the  genius  of  Christianity  has 
been  illustrated  and  the  spirit  of  Christianity  has  been 
active.  Newton  and  Franklin,  Kepler  and  Agassiz  were, 
in  their  separate  spheres,  disciples  of  truth,  as  truly  as 


192  RUTGERS  CELEBRATION 

were  Peter  and  John,  followers  of  Him  who  said:  "To 
this  end  was  I  born,  and  for  this  cause  came  I  into  the 
world,  that  I  should  bear  witness  to  the  truth.  Everyone 
that  is  of  the  truth  heareth  my  voice.  * ' 

As  in  the  sphere  of  physical  science,  so  in  the  sphere 
of  social  science  and  theological  science,  the  spirit  of 
Christianity  has  led  to  the  exposure  of  the  superficial, 
the  denial  of  the  arbitrary  in  the  search  after  principles 
fundamentally  and  essentially  true.  If  our  schools  today 
are  teaching  more  truth  and  less  error  it  is  due  to  the 
demand  for  reality  which  the  Spirit  of  Christ  has  in- 
spired from  the  time  long  ago  when  He  challenged  the 
authority  of  mere  tradition  and  exposed  the  mockery  of 
Pharisaism  with  its  narrow  literalism,  its  irrational  con- 
clusions, its  false  distinctions. 

Another  influence  springing  directly  from  the  teach- 
ings of  Jesus  Christ  is  Reverence  for  Law.  He  pro- 
claimed a  Kingdom  of  Heaven  whose  laws  were  absolute 
and  written  in  the  very  nature  of  the  forces  which  they 
directed,  so  that  there  was  not  and  could  not  be  anything 
arbitrary  in  these  laws.  They  were  as  natural  and  neces- 
sary as  they  were  absolute,  as  He  illustrated:  '*A  good 
tree  cannot  bring  forth  evil  fruit,  neither  can  a  corrupt 
tree  bring  forth  good  fruit."  Written  there  in  the  very 
heart  of  the  tree  is  the  law  that  determines  inevitably  its 
fruit.  He  affirmed  the  same  truth  when  He  said :  ' '  That 
which  is  born  of  the  flesh  is  flesh,  and  that  which  is  born 
of  the  Spirit  is  Spirit."  Here  then  is  a  Christian  prin- 
ciple of  tremendous  educational  importance.  We  cannot 
say  that  Christians  have  always  recognized  it.  Indeed, 
one  of  the  most  serious  charges  against  the  Church  in 
the  past  is  the  arbitrariness  of  many  of  its  dogmas  and 
rules,  the  absence  of  any  just  recognition  of  the  operation 
of  natural  laws,  laws  that  inhere  in  various  forces,  de- 
termining their  action  with  infallible  certainty.  Whatso- 
ever the  errors  of  the  past,  however,  the  world  is  now 
awake  to  the  truth,  and  that  reverence  for  law  taught 
and  emphasized  by  Christ  in  precept  and  parable  has  led 


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THE    IIAEDENBERGH    MEMORIAL    WINDOW 
"Christ   the   Great   Teacher" 


SUNDAY,  OCTOBER  FIFTEENTH  193 

to  the  achievement  of  modern  science  and  is  today  one 
of  the  most  potent  influences  in  our  institutions  of  learn- 
ing. It  is  a  revolutionary  force,  destructive  of  much  that 
man  has  thought  established  forever.  It  is  as  certain  to 
write  new  textbooks  in  theology  as  it  has  written  new 
textbooks  in  physics  and  chemistry,  and  is  destined  to 
change  the  thought  of  the  world  upon  almost  every  sub- 
ject that  touches  the  life  of  man,  bringing  about  a  clearer 
recognition  and  a  fuller  understanding  of  the  spiritual 
forces  which  Christ  Himself  incarnated,  and  the  laws 
of  these  forces  which  must  be  obeyed  if  men  are  to  grow 
unto  His  likeness.  This,  as  nothing  besides,  marks  the 
coming  of  the  Kingdom  of  Heaven  upon  earth.  It  is 
impossible  to  estimate  the  gain  to  humanity  of  increasing 
reverence  for  law,  carrying  with  it  increasing  freedom 
from  the  fear  of  arbitrary  evil,  increasing  freedom  from 
dreams  of  arbitrary  good. 

We  have  time  to  mention  but  one  other  distinctively 
Christian  principle,  or  influence,  entering  into  the  work 
of  education,  namely,  the  duty  which  every  man  owes  to 
himself,  to  the  world  and  to  God,  to  develop  the  faculties 
and  use  the  gifts  with  which  God  has  endowed  him.  This 
is  the  substance  of  Christ  *s  teaching  in  the  parables  of 
the  talents  and  the  pounds,  and  it  underlies  His  whole 
doctrine  of  service.  If  the  greatest  in  His  kingdom  is 
the  servant  of  all,  to  serve  is  a  distinguishing  mark  of 
citizenship,  and  the  development  of  this  ability  becomes 
the  concern  of  a  true  man.  It  is  upon  this  Christian 
principle  that  all  our  educational  institutions  are  founded. 
From  the  beginning  the  Spirit  of  Christianity  has  im- 
pelled men  to  make  the  most  of  themselves.  They  could 
not  be  touched  with  the  desire  for  larger  life  without 
recognizing  at  once  the  need  of  training  their  natural 
powers,  developing  the  forces  within  them.  Therefore, 
the  progress  of  Christianity  through  the  centuries  has 
been  marked  and  determined  by  increasing  enthusiasm 
for  education. 

As  the  conception  of  Christianity  has  enlarged,  educa- 


194  RUTGERS  CELEBRATION 

tional  interests  have  broadened.  When,  for  instance,  in 
the  time  of  the  Reformation  responsibility  was  taken 
from  the  Church,  or  priesthood,  popular  education  fol- 
lowed immediately.  The  truer  thought  of  Christianity 
that  inspired  the  men  who  first  sought  this  western  land 
is  responsible  for  the  public  school  and  the  whole  system 
of  education  which  has  distinguished  us  as  a  people,  and 
it  is  a  significant  fact  that  today  so  many  of  our  men  of 
wealth  who  desire  to  render  the  largest  service  to  human- 
ity with  their  money,  devote  it  to  educational  interests; 
and  their  spirit  of  service  is  matched  by  the  men  and 
women  who  are  engaged  directly  in  educational  work — 
the  teachers  in  our  schools,  the  professors  and  instructors 
in  our  colleges,  who,  upon  meagre  salaries,  are  devoting 
their  lives  to  the  unfolding  and  the  enrichment  of  the 
lives  of  others.  When  the  Kingdom  of  Heaven  has  come 
more  fully  upon  earth  these  servants  of  humanity  will 
be  recognized  and  honored  as  today  they  are  not.  Every 
school  and  college  in  our  land,  enshrining  as  it  does  this 
spirit  of  service,  is  a  witness  to  Him  who  came  *'not  to 
be  ministered  unto  but  to  minister." 

I  have  sought  to  show  that  the  genius  of  Christianity 
finds  expression  in  the  search  after  truth,  the  increase 
of  knowledge,  the  diffusion  of  intelligence,  the  develop- 
ment of  man  in  every  way  that  enlarges  his  life  and  adds 
to  his  power  to  serve.  All  this  we  comprehend  under 
the  one  term  education,  and  for  this  the  Church  of 
Christ,  as  no  other  institution,  has  stood.  It  was  from 
the  Church  that  the  state  learned  its  obligation  in  this, 
as  in  so  many  other  departments  of  human  interest.  I 
speak  of  the  Church  of  Christ  as  a  whole.  What  is  true 
of  the  whole  today  may  not  be  true  in  equal  measure  of 
every  part.  That  division  to  which  we  of  the  Reformed 
faith  and  Presbyterian  polity  belong  has  been  especially 
and  conspicuously  identified  with  the  cause  of  education, 
and  to  this  extent  at  least  has  proved  itself  essentially 
Christian. 

Some  one  once  said  in  criticism  of  our  Church  that 


SUNDAY,  OCTOBER  FIFTEENTH  195 

its  membership  included  few  of  the  poor  and  ignorant, 
and  argued  that,  therefore,  it  had  departed  from  the 
ideals  of  primitive  Christianity.  To  this  charge  the  reply 
was  made  that  our  Church,  like  the  early  Church,  freely 
received  the  poor  and  uneducated,  and,  also  like  the  early 
Church,  began  at  once  to  train  them  in  independence  and 
usefulness  so  that  they  do  not  long  remain  either  ignorant 
or  poor.  The  general  prosperity  and  intelligence  of  our 
membership,  he  concluded,  is  not  a  reproach,  but  an  honor 
to  the  Church.  Whether  or  not  the  argument  is  sound 
in  every  particular,  it  cannot  be  denied  that  wherever 
our  Church  goes  schools  and  colleges  quickly  appear  and 
the  results  of  education  follow  naturally  and  neces- 
sarily. 

We  have  learned  that  the  work  of  evangelism  must  go 
hand  in  hand  with  the  work  of  education.  Beside  the 
mission  church  must  stand  the  mission  school.  One  of 
the  great  barriers  to  Christianity  is  ignorance — not  the 
greatest,  as  that  is  still  and  will  ever  be  an  unawakened 
or  unresponsive  spiritual  sense ;  but,  as  at  the  beginning, 
so  now  our  faith  demands  an  open  mind,  a  mind  freed 
from  the  bondage  of  superstition  and  irrational  beliefs. 
Whatever,  therefore,  tends  to  enlighten  the  understand- 
ing and  quicken  thought,  strengthens  the  appeal  of  Him 
who  said  *'I  am  the  Truth,"  and  prepares  the  way  for 
the  intelligent  acceptance  of  the  simple  though  profound 
philosophy  of  life  that  Christianity  presents  to  mind  and 
heart  alike.  The  belief  that  ignorance  is  the  mother  of 
devotion  obtains  only  among  those  who  confound  devo- 
tion with  superstitious  rites  and  meaningless  cere- 
monies. The  devotion  that  means  the  recognition  of  a 
spiritual  nature,  the  confession  of  spiritual  sins,  the  cul- 
tivation of  spiritual  powers,  the  concentration  of  life  to 
spiritual  ends,  is  begotten  of  light,  not  of  darkness,  and 
is  nurtured  by  every  influence  that  clears  the  vision  and 
increases  knowledge. 

Education  may  be  hostile  to  the  faiths  bom  of  super- 
stitious fears  or  traditional  ideas,  but  not  to  the  faith 


196  RUTGERS  CELEBRATION 

that  is  the  aspiration  of  the  human  soul ;  the  upreaching 
and  outreaching  of  life  itself. 

And  this  suggests  a  final  consideration.  If  Christian- 
ity has  promoted  education,  education  has  clarified  and 
strengthened  Christianity — not  Christianity  in  its  origi- 
nal simplicity  and  power,  but  the  system  of  thought  which 
uninspired  minds  have  developed  from  the  teachings  of 
Christ  and  His  Apostles.  It  was  doubtless  inevitable 
that  in  the  progress  of  centuries  error  should  become 
mixed  with  truth,  as  each  age  formulated  its  own  con- 
ception of  Christian  principles.  In  this  way  much  that 
was  irrational  was  incorporated  as  a  part  of  the  Chris- 
tian system  of  thought  and  imposed  upon  the  Church 
as  of  equal  authority  with  inspired  teachings.  An  in- 
tolerant ecclesiasticism,  in  no  sense  a  part  of  primitive 
Christianity,  sought  and  sought  successfully  at  times  to 
substitute  its  own  authority  for  that  of  truth  itself.  From 
some  of  these  evils  Christianity  has  been  saved  and  from 
others  it  will  be  saved  by  the  growth  of  intelligence  due 
to  education.  Whatever  is  fundamental  and  essential  in 
the  Christian  faith  gains  and  can  only  gain  by  the  in- 
crease of  light,  the  casting  away  of  superimposed 
theories  and  false  though  honestly  accepted  conclusions. 

The  Church  and  the  school  stand  together,  each  for 
the  other  and  both  for  the  world.  The  service  that  the 
Church  has  rendered  to  the  school  has  returned  to  the 
Church.  Together  they  have  stood  because  both  are  the 
servants  of  truth  representing  the  Spirit  and  Mission 
of  Jesus  Christ;  **Whom,  therefore,  God  hath  joined  to- 
gether, let  not  man  put  asunder."  Together  they  must 
stand  and  will  stand  in  ministry  to  humanity  till  the 
world  is  redeemed  and  the  Kingdom  of  Heaven  has  come 
upon  earth.  The  men  who  have  done  most  to  increase 
righteousness  in  the  world  are  those  who  have  received 
the  largest  ministry  of  both  Church  and  school,  and  that 
Church  has  exerted  the  largest  and  most  beneficent  in- 
fluence whose  devotion  to  Christ  has  inspired  the  greatest 
number  of  its  youth  to  develop  themselves  by  education 
for  the  largest  service. 


SUNDAY,  OCTOBER  FIFTEENTH  197 

In  much  that  I  have  said  I  have  had  in  mind  the  rela- 
tion of  the  Reformed  Church  in  America  to  Rutgers  Col- 
lege. While  this  is  not  technically  a  Church  Institution, 
it  owes  its  origin  and  its  long  and  conspicuously  useful 
life  to  the  zeal  for  education  which  came  with  the  Church 
from  Holland  and  has  ever  been  one  of  its  distinguishing 
characteristics  in  America. 

Like  most  of  the  other  old  colleges  in  this  land,  Rutgers 
is  a  child  of  the  Church,  and  to  the  fostering  care  of  the 
Church  is  due  its  vigorous  life  today,  in  which  we  all  re- 
joice. Christian  in  spirit  and  aim  it  has  always  been,  and 
God  grant  it  may  ever  be.  Linked  with  it  in  the  story 
of  its  origin  and  but  a  few  years  younger  is  Union  Col- 
lege, child  also  of  the  Reformed  Church  in  America.  In 
giving  of  her  life  to  these  two  institutions  of  higher 
learning,  the  Church  which  we  love  has  rendered  perhaps 
her  largest  ministry  to  humanity.  May  the  God  of  our 
fathers  continue  to  bless  these  two  sister  colleges  till  the 
whole  earth  is  filled  with  the  knowledge  of  God  as  t^e 
waters  cover  the  sea. 

Prayer 

Dr.  Raymond 
Hymn :  Coronation,  **  All  hail  the  power  of  Jesus*  name" 

All  hail  the  power  of  Jesus'  name! 

Let  angels  prostrate  fall, 
Bring  forth  the  royal  diadem, 

And  crown  Him  Lord  of  all. 

Crown  Him,  ye  martyrs  of  our  God, 

Who  from  His  altar  call; 
Extol  the  stem  of  Jesse's  rod. 

And  crown  Him  Lord  of  all. 

Ye  chosen  seed  of  Israel's  race, 

Ye  ransomed  from  the  fall. 
Hail  Him  who  saves  you  by  His  grace, 

And  crown  Him  Lord  of  all. 

Sinners,  whose  love  can  ne'er  forget 

The  wormwood  and  the  gall. 
Go,  spread  your  trophies  at  His  feet, 

And  crown  Him  Lord  of  all. 


1»8  RUTGERS  CELEBRATION 

Let  every  kindred,  every  tribe, 

On  this  terrestrial  ball, 
To  Him  all  majesty  ascribe, 

And  crown  Him  Lord  of  all. 

Doxology 
Benediction 

President  Demarbst 

Postlude 

PRESENTATION  OF  A  MEMORIAL  TABLET  BY 
THE  SOCIETY  OF  COLONIAL  WARS 

At  the  close  of  the  Sunday  morning  service,  the  con- 
gregation remaining,  ceremonies  were  held  by  the  New 
Jersey  Chapter  of  the  Society  of  Colonial  Wars,  making 
presentation  to  the  College  of  a  tablet  in  memory  of 
Hendrick  Fisher,  a  founder  of  the  College,  first  President 
of  its  Board  of  Trustees,  and  distinguished  in  the  civic 
and  military  affairs  of  the  Province.  The  members  of 
the  Society  advanced  to  the  front  of  the  Chapel,  wearing 
their  insignia  and  carrying  their  flag,  where  they  were 
received  by  the  President  of  the  College.  The  tablet 
had  been  erected  on  the  inner  wall  of  the  Chapel  and  was 
unveiled  by  Miss  Mary  A.  Demarest.  It  was  presented 
by  John  Lenord  Merrill,  Governor  of  the  Society  in  the 
State  of  New  Jersey,  and  was  accepted  on  behalf  of  the 
College  by  President  Demarest.  A  reduced  facsimile  of 
the  tablet  is  here  reproduced.  (For  cut  of  tablet  see 
"List  of  Illustrations.") 

PRESENTATION  SPEECH 
John  Lenord  Merrhjj 

Governor  of  the  Society  of  Colonial  Wars  in  the  State  of  New  Jersey 

The  Society  of  Colonial  Wars  in  the  State  of  New 
Jersey  deems  it  a  privilege,  a  rare  privilege,  to  be  al- 
lowed to  participate  in  this  birthday  party.  Bearing  the 
honored  name  of  New  Jersey,  a  State  second  to  none 
in  history  and  achievement,  we  delight  to  pay  homage 


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SUNDAY,  OCTOBER  FIFTEENTH  199 

to  the  glories  of  New  Jersey's  past  and  all  true  Jersey- 
men  must  ever  hold  in  grateful  and  loving  remembrance 
this  historic  and  noble  institution  on  the  banks  of  the  old 
Raritan,  now  one  hundred  and  fifty  years  old. 

It  is  eminently  fitting,  Mr.  President,  that  a  Society 
founded  to  perpetuate  the  memory  of  the  forefathers 
who,  following  the  dictates  of  their  consciences  and  in 
order  to  secure  civil  and  religious  liberty,  imperilled 
their  lives  in  the  founding  and  maintenance  of  the  Col- 
onies of  America,  should  come  to  you  today  with  a  simple 
birthday  gift,  designed  to  pay  a  long  deferred  debt  of 
gratitude  to  the  memory  of  one  of  your  greatest  pioneers, 
one  of  New  Jersey's  greatest  men. 

In  the  quiet  of  a  Sabbath  morning,  in  God's  house,  on 
this  glad  anniversary  occasion,  we  do  well  indeed  to 
gather  and  pay  tribute  to  the  life  and  service  of  Hendrick 
Fisher — Hendrick  Fisher,  whom  the  Rev.  T.  E.  Davis 
so  justly  terms  **the  patriot  and  hero,  the  fearless  and 
untiring  foe  of  tyranny,  the  faithful  and  heroic  friend 
of  freedom,  one  of  the  immortal  few  whose  names  should 
never  perish  from  American  history  or  cease  to  be  an 
inspiration  to  American  patriotism." 

American  historians  have  sadly  neglected  the  services 
and  deeds  of  Hendrick  Fisher.  I  would  that  I  had  the 
time  this  morning  to  recount  in  detail  some  of  them. 
Hendrick  Fisher  was  not  an  American  by  birth.  He  was 
born  in  1697  in  the  German  province  of  the  Lower  Pala- 
tinate. Here  lived,  we  are  told,  the  best  class  of  the 
German  people.  They  were  thrifty,  industrious,  intelli- 
gent, and  highly  religious.  Their  religion  was  that  of 
the  Reformed  rather  than  of  the  Lutheran  Church.  My 
authority  says  that  the  Heidelberg  Catechism,  now  the 
standard  of  doctrine  in  the  Reformed  Churches,  was  first 
prepared  for  the  use  of  the  schools  in  the  Palatinate. 
The  Christians  in  this  region  suffered  most  terribly  from 
persecutions  and,  like  their  brothers,  the  French  Hugue- 
nots, many  fled  to  Holland — among  them  the  Fisher,  or 
Visscher  family,  as  the  name  was  originally  spelled. 


200  RUTGERS  CELEBRATION 

From  Holland  they  came  to  America  and  you  and  I  will 
be  the  better  Jerseymen,  the  better  Americans,  when  we 
study  the  life  which  Hendrick  Fisher  lived  here. 

It  is  our  hope,  Mr.  President,  that  this  tablet  may  in- 
spire every  loyal  Rutgers  man  and  every  loyal  son  of  old 
Rutgers,  and  countless  others  besides,  to  study  that  life 
— to  study  the  services  which  Fisher  rendered  to  the 
Colony  of  New  Jersey,  both  in  the  Colonial  period  and 
during  part  of  the  war  of  the  American  Revolution;  to 
study  the  services  which  Hendrick  Fisher  rendered  to 
Queen's  College  and,  last  but  by  no  means  least,  the 
services  which  Fisher  rendered  to  God  and  His  Church. 
Those  were  indeed  strenuous  days,  days  of  rare  service 
and  sacrifice,  days  when  men  were  proud  to  fight  for  a 
principle,  and  America  needs  men  of  this  kind  today. 

It  is  a  time  to  be  sober  minded,  it  is  a  time  for  a  minute 
self-examination  and  it  is  a  time  to  keep  one  *s  head ;  and 
I  know  of  no  better  guide  post  for  the  young  and  old 
American  than  the  study  of  such  lives.  By  studying  the 
life  of  Hendrick  Fisher  we  must  become  convinced  that 
the  lives  which  count  for  America  are  the  lives  of  service 
and  sacrifice.  God  forbid  that  America  shall  forget  the 
principles  of  such  men  as  Hendrick  Fisher !  God  forbid 
that  we  shall  become  a  thoughtless,  a  selfish,  a  luxury 
loving  nation,  unmindful  of  our  immortal  souls!  God 
grant  that  every  Rutgers  man  shall  learn  that  **the  es- 
sence of  greatness  is  service  and  that  he  alone  deserves 
the  name  of  patriot  who  in  loyal  surrender  lays  down 
his  best  for  his  home  and  fatherland"! 

We  have  long  been  linked  with  old  Rutgers ;  a  number 
of  our  most  esteemed  members  call  themselves  Rutgers 
sons.  Hendrick  Fisher  would  not  be  ashamed  today  if 
the  Rev.  Dr.  Cornelius  Brett  were  pointed  out  to  him  as 
a  grandson  of  a  president  of  the  institution  for  which 
he  was  so  largely  responsible. 

In  the  name  of  the  Society  of  Colonial  Wars  in  the 
State  of  New  Jersey  I  now  give  to  you,  Mr.  President, 
this  simple  tablet  in  memory  of  Hendrick  Fisher,  and 


SUNDAY,  OCTOBER  FIFTEENTH  201 

I  thank  you  for  the  privilege  of  doing  so.  We  feel  deeply 
the  honor  you  have  shown  us  and,  I  repeat,  our  one 
prayer  is  that  the  men  of  dear  old  Eutgers  may  be  in- 
spired each  time  they  read  the  name  of  their  great  pio- 
neer, Hendrick  Fisher. 

The  Society  bids  me  to  tender  to  you  its  most  hearty 
and  cordial  congratulations  upon  this  auspicious  occasion 
and  its  sincere  wishes  for  many  glad,  happy,  profitable 
returns  of  the  day. 

RESPONSE  BY  PRESIDENT  DEMAREST 

It  is  with  profound  satisfaction  that  oflBcially,  as  Presi- 
dent of  Rutgers,  I  receive  this  gift  brought  to  the  College 
on  this  anniversary  occasion  by  the  New  Jersey  Chapter 
of  the  Society  of  Colonial  "Wars.  Your  zeal  in  preserving 
the  best  traditions  of  our  commonwealth,  your  deep  sym- 
pathetic interest  in  the  life  of  this  Colonial  institution, 
and  your  generous  action  in  creating  a  memorial  here  to 
the  sterling  patriot  and  the  devoted  patron  of  education, 
Hendrick  Fisher,  are  keenly  appreciated.  It  is  a  noble 
addition  to  the  many  memorials  in  portrait  and  in  tablet 
on  these  walls  which  tell  so  vividly  and  fruitfully  the 
history  and  tradition,  the  life  for  a  century  and  a  half, 
of  our  honored  College.  Day  by  day  through  the  years 
as  they  pass  the  scores  and  hundreds  of  young  men 
gather  here  in  the  presence  of  this  cloud  of  witnesses  and 
feel  the  thrill  and  uplift  of  the  message  they  tell. 

For  many  reasons  is  this  tablet  to  the  memory  of  Hen- 
drick Fisher  peculiarly  acceptable.  It  is  a  fitting  honor 
to  a  man  of  singular  virtue  and  far-reaching  service.  It  is 
good  to  have  it  here  in  the  Chapel,  where  God's  worship 
maintains,  so  ardent  and  faithful  and  effective  as  leader 
of  the  Church  was  he.  It  is  good  to  have  the  tablet  to 
the  elder  of  the  old  Reformed  Dutch  Church,  the  layman, 
as  here  near  by  is  the  memorial  window  to  Dr.  Harden- 
bergh,  the  minister  of  that  church — the  minister  and  the 
layman  who  were  foremost  in  the  gaining  of  the  royal 


202  KUTGERS  CELEBRATION 

charter  of  old  Queen's.  It  is  good  to  have  such  a  me- 
morial,, reminding  us  that  it  was  not  simply  men  of  the 
Dutch  stock  who  toiled  and  prayed  and  sacrificed  that 
the  foundations  of  this  College  might  be  laid,  but  men 
of  other  stock  as  well,  and  supremely  this  man  of  the 
German  blood  in  the  Dutch  community.  It  is  good  to 
have  the  record  imperishably  written  here  of  the  patri- 
otic service  of  this  man  who  held  highest  place  in  the 
earliest  councils  of  New  Jersey  patriots,  who  in  spirit, 
word,  and  deed  gave  himself  to  the  making  of  the  nation. 
Gentlemen  of  the  Society,  you  have  done  us  a  noble  serv- 
ice in  erecting  so  chaste  and  appropriate  a  memorial  to 
a  man  of  rare  worth,  to  whom  this  College  owes  an  in- 
calculable debt.    We  are  very  grateful. 


VESPERS 
The  First  Reformed  Church,  4:00  P.  M. 

At  four  o'clock  on  Sunday  afternoon  the  musical 
thanksgiving  service  at  the  old  Dutch  Reformed  Church 
brought  the  celebration  to  a  close.  The  church  was 
crowded.  The  service  was  one  of  rare  quality.  The 
music  chosen  was  from  the  best  classical  praise  composi- 
tions. It  was  superbly  rendered.  The  chorus  was  com- 
posed of  members  of  the  College  and  singers  from  the 
city,  about  seventy-five,  and  was  under  direction  of  Mr. 
Charles  H.  Hart.  Its  work  began  in  the  spring  when 
four  rehearsals  were  had.  The  music  remaining  in  the 
hands  of  the  members  of  the  chorus  during  the  summer, 
rehearsals  were  resumed  in  September.  Most  of  the 
numbers  were  rendered  without  accompaniment  and  with 
an  excellence  perhaps  never  before  surpassed,  or  even 
attained,  by  a  chorus  in  the  city  of  New  Brunswick. 

The  program  was  as  follows : 

Anthem :    Magnify  Jehovah 's  Name  Haydn 

Magnify  Jehovah's  Name, 

For  His  mercies  ever  sure, 
From  eternity  the  same, 

To  eternity  endure. 


SUNDAY,  OCTOBER  FIFTEENTH  203 

Let  His  ransomed  flock  rejoice, 

Gathered  out  of  every  land, 
As  the  people  of  His  choice, 

Plucked  from  the  destroyer's  hand. 

To  a  pleasant  land  he  brings. 

Where  the  vine  and  olive  grow, 
Where  from  verdant  hills  the  springs 

Through  luxuriant  valleys  flow. 

O  that  men  would  praise  the  Lord, 

For  His  goodness  to  our  race. 
For  the  wonders  of  His  word 

And  the  riches  of  His  grace. 

Anthem :  0  Praise  the  Name  of  the  Lord     Tschaikowsky 

O  praise  the  Lord,  laud  ye  the  Name  of  the  Lord;  praise  it,  O  ye 

servants  of  the  Lord,  Alleluia. 
Praise  ye  the  Lord  out  of  Zion,  praised  be  the  Lord,  who  dwelleth 

at  Jerusalem,  Alleluia. 
O  give  thanks  unto  the  Lord;  He  is  good,  and  His  mercy  endureth 
forever.  Alleluia. 

0  give  thanks  unto  the  God  of  Heaven,  for  His  mercy  endureth 

forever.  Alleluia. 

Anthem,  with  Tenor  Solo: 

1  Will  Give  Thanks  unto  the  Lord  Beethoven 

Mr.  John  Barnes  Wells  and  Chorus 

I  will  give  thanks  unto  the  Lord;    For  why  I    I  know  the  Lord  is 

great,  and  greatly  to  be  feared. 
For  though  the  Lord  be  high,  yet  hath  He  respect  unto  the  lowly; 

as  for  the  proud,  He  knoweth  them  afar. 
Thy  mercy,  O  Lord,  endureth  forever. 

Invocation 

Rev.   Jasper   S.   Hogan,   D.D.,  Minister   of  the   First   Reformed 
Church 

Anthem,  with  Bass  Solo :    Grant  Us  Peace         Schubert 

Dr.  Carl  E.  Dufit  and  Chorus 

Grant  us  peace,  O,  Lord  almighty. 
Who  have  trusted  in  Thy  mercy. 
Out  of  this  world's  care  and  strife, 
Into  heaven 's  all  glorious  life. 
Lead  us,  Lord,  and  leave  us  never, 
Grant  us  peace  with  Thee  for  ever. 
All  earth's  toil  with  Thee  is  stilled. 
All  earth's  longings  are  fulfilled. 


204  EUTGERS  CELEBRATION 

In  Thy  heaven's  prepared  place 
May  we  see  Thee  face  to  face, 
In  our  Father's  love  approved, 
Rest  in  peace,  Thy  souls  beloved. 

Tenor  Solo ;    The  Lord  is  My  Light  AUitsen 

Mr.  John  Barnes  Wells 

The  Lord  is  my  light  and  my  salvation;  whom  then  shall  I  fearT 
The  Lord  is  the  strength  of  my  life;  of  whom  then  shall  I  be 
afraid?  Though  an  host  of  men  were  laid  against  me,  yet  shall 
not  my  heart  be  afraid;  and  though  there  rose  up  war  against  me, 
yet  will  I  put  my  trust  in  Him.  For  in  the  time  of  trouble  He 
shall  hide  me  in  His  tabernacle;  yea,  in  the  secret  places  of  His 
dwelling  shall  He  hide  me  and  set  me  up  upon  a  rock  of  stone. 

Psalm 

Rev.  William  W.  Knox,  D.D.,  Minister  of  the  First  Presbyterian 
Church 

Gloria  Patri  Palestrina 

Anthem :  Hymn  of  Praise  Tschaikowsky 

Servants  of  God  in  joyful  lays, 

Sing  ye  the  Lord  Jehovah's  praise. 
His  glorious  Name  let  all  adore 

From  age  to  age,  for  evermore. 

Who  is  like  God,  so  great,  so  high, 

He  bows  Himself  to  view  the  sky, 
And  yet  with  condescending  grace. 

Looks  down  upon  the  human  race! 

O!   then,  aloud  in  joyful  lays, 

Sing  to  the  Lord  Jehovah's  praise, 
His  glorious  Name  let  all  adore 

From  age  to  age,  for  evermore. 

Holy!  Holy!  Holy!   Lord  God  of  Sabaoth!    Heaven  and  earth 
are  full  of  Thy  glory.     Hallelujah! 

Bass  Solo :   Eecessional  de  Koven 

Dr.  Carl  E.  Dufft 

God  of  our  fathers,  known  of  old 
Lord  of  our  far-flung  battle-line, 
Beneath  whose  awful  hand  we  hold 
Dominion  over  palm  and  pine — 
Lord  God  of  Hosts,  be  with  us  yet. 
Lest  we  forget — lest  we  forget! 


SUNDAY,  OCTOBER  FIFTEENTH  205 

The  tumult  and  the  Bhouting  dies; 
The  Captains  and  the  Kings  depart; 
Still  stands  Thine  ancient  sacrifice, 
An  humble  and  a  contrite  heart. 
Lord  God  of  Hosts,  be  with  us  yet, 
Lest  we  forget — ^lest  we  forget  I 

Far-called,  our  navies  melt  away; 
On  dime  and  headland  sinks  the  fire; 
Lo,  all  our  pomp  of  yesterday 
Is  one  with  Ninevah  and  Tyre! 
Judge  of  the  Nations,  spare  us  yet, 
Lest  we  forget — ^lest  we  forget  1 

If,  dnmk  with  sight  of  power,  we  loose 
Wild  tongues  that  have  not  Thee  in  awe, 
Such  boasting  as  the  Gentiles  use, 
Or  lesser  breeds  without  the  Law — 
Lord  God  of  Hosts,  be  with  us  yet. 
Lest  we  forget — ^lest  we  forget  I 

For  heathen  heart  that  puts  her  trust 
In  reeking  tube  and  iron  shard, 
All  valiant  dust  that  builds  on  dust, 
And  guarding,  calls  not  Thee  to  guard, 
For  frantic  boast  and  foolish  word. 
Thy  Mercy  on  Thy  People,  Lord! 

Amen. 
Eudyard  Kipling  1897. 

Prayer 

Rev.  Herbert  Parrish,  Rector  of  Christ  Church 

Choral :  Grant  Us  to  do  with  Zeal  Bach 

Grant  us  to  do  with  zeal 

Our  portion  whatsoever; 
May  we  obey  Thy  law. 

To  duty  faithless  never. 
And  may  we  steadfast  be, 

Our  help  in  Thee  alone. 
When  we  our  task  fulfill, 

01  grant  it  be  well  done! 

Anthem :  How  Lovely  is  Thy  Dwelling-place        Brahms 

How  lovely  is  Thy  dwelling-place,  O  Lord  of  Hosts!  for  my 
soul,  it  longeth,  yea,  fainteth  for  the  courts  of  the  Lord;  my  soul 
and  body  crieth  out,  yea,  for  the  living  God.  How  lovely  is  Thy 
dwelling-place,  O  Lord  of  Hosts!  O  blest  are  they  that  dwell 
within  Thy  house;  they  praise  Thy  name  evermore.  How  lovely 
is  Thy  dwelling-place. 


206  EUTGERS  CELEBRATION 

Anthem :  Bless  the  Lord,  0  my  Soul        Ippolitof-Ivanof 

Bless  the  Lord,  O  ray  soul.  Blessed  art  Thou,  O  Lord,  Bless 
the  Lord,  O  my  soul.  Bless  the  Lord  and  forget  not  all  His  bene- 
fits: Bless  the  Lord,  O  my  soul,  and  all  that  is  within  me  bless 
His  holy  Name.  He  is  full  of  compassion  and  mercy,  long  suffer- 
ing and  great  in  goodness.  He  will  not  always  chide,  nor  keep  His 
wrath  for  ever.  Bless  the  Lord,  O  my  soul,  and  all  that  is  within 
me  bless  His  holy  Name.    Blessed  art  Thou,  O  Lord. 

Anthem,  with  Tenor  Solo :  Great  is  Jehovah       Schubert 

Mr.  John  Barnes  Wells  and  Chorus 

Great  is  Jehovah  the  Lord!  the  heavens  and  the  earth  proclaim  His 
power  and  His  might. 

'Tis  heard  in  the  crash  of  the  storm,  in  the  wild  torrent's  loud  im- 
petuous roar. 

Great  is  Jehovah  the  Lord!    Wondrous  His  power  and  might. 

At  His  command  the  trees  put  forth  their  opening  leaves,  and  val- 
leys bright  with  golden  corn:  with  lovely  flowers  the  fields  are 
decked,  and  stars  in  glory  fill  the  vault  of  heaven. 

He  speaks  in  rolling  thunder.    Lightning  dwells  in  His  glance. 

But  chief  in  His  great  loving  kindness  shines  forth  Jehovah's 
boundless  might. 

In  His  loving  kindness  shines  forth  the  boundless  power  of  God, 
the  everlasting  God. 

Raise  your  prayerful  hearts  on  high,  and  hope  for  mercy  and  trust 
in  Him. 

Great  is  Jehovah  the  Lord! 


Vesper  Chorus 

Mr.  Charles  Henry  Hart,  Director 
Mr.  John  Barnes  Wells,  Tenor  Dr.  Carl  E.  Dufft,  Bass 

SOPRANOS 

Miss  Bertha  M.  Acken  Mrs.  Alvah  T.  Jordan 

Miss  Alice  Barbour  Mrs.  Wm.  H.  Wood  Komp 

Miss  Elizabeth  Connors  Miss  Pauline  A.  Long 

Mrs.  Arthur  A.  Cozzens  Mrs.  C.  Herbert  Miller 

Mrs.  George  R.  Deshler  Mrs.  Henry  O.  Nevius 

Mrs.  Harry  M.  Drake  Mrs.  L.  Kirkpatrick  Smith 

Miss  Edna  H.   Garretson  Miss  Ethel  C.  Somers 

Miss  Loraine  C.  Harrison  Mrs.  Victor  G.  Swain 

Mrs.  Charles  H.  Hart  Miss  M.  Edna  Vaill 

Mrs.  W.  Craig  Harvey  Miss  Sarah  O.  Whitlock 

Mrs.  Samuel  H.  Hubbard  Miss  Orrel  L.  Wrench 

Miss  Hazel  Hughes  Mrs.  Albert  L.  Wycofif 
Mrs.  J.  Harris  Jones 


SUNDAY,  OCTOBER  FIFTEENTH 


207 


ALTOS 


Miss  Cora  R.  Brokaw 
Miss  Margaret  Connors 
Mrs.  Charles  W.  Crouch 
Miss  Marion  Ciishman 
Mrs.  Albert  C.  deRegt 
Miss  Bertha  Dewald 
Mrs.  John  Wyckoff  Durham 
Miss  Mary  Gillespie 
Miss  Nellie  I.  Hart 
Mrs.  Florentine  M.  Hoffman 
Mrs.  Edwin  B,  Howitt 
Miss  Laura  Hughes 
Miss  Mabel  W.  Kilboum 
Miss  Jeannette  A.  Kohlhepp 


Mrs.  Nora  W,  Matthews 
Miss  Marion  McKinney 
Miss  Elizabeth  Oram 
Miss  Mae  W.  Osbom 
Miss  Grace  Relyea 
Mrs.  Zono  Schultes 
Miss  Marguerite  Shield 
Miss  Saidee  Smith 
Mrs.  Frank  E.  Spring 
Miss  Viola  A.  Staat 
Miss  L.  May  Thistle 
Mrs.  Alfred  S.  TindeU 
Miss  L.  Elizabeth  Wilber 


TENORS 


Mr.  Hamlet  E.  Collins 
Mr.  Harry  D.  Collins 
Mr.  Charles  W.  Crouch 
Mr.  Nelson  Dunham 
Mr.  Harry  W.  Edgar 
Rev.  Edward  W.  Hall 
Mr.  James  Haworth 
Mr.  J.  Harris  Jones 


Prof.  Harry  N.  Lendall 
Mr.  Robert  A.  Lufburrow 
Mr.  Alexander  Merchant 
Mr.  Harry  J.  Schlosser 
Mr.  Joseph  Schlosser 
Mr.  Harold  E.  Stelle 
Mr.  Victor  G.  Swain 


BASSES 


I 


Mr.  Raymond  K.  Aekart 
Mr.  Manning  P.  Brown 
Mr.  G.  Harold  Buttler 
Mr.  B.  Pennington  Croker 
Mr.  Ernest  T.  Dewald 
Mr.  Horold  W.  Drake 
Mr.  Elmer  E.  Dunham 
Mr.  George  S.  Edgar 
Mr.  Harold  R.  Fick 
Mr.  Eric  V.  Goodwin 


Mr.  Ralph  V.  M.  Gorsline 
Mr.  Edward  F.  Johnson 
Mr.  Wm.  H.  Wood  Komp 
Mr.  Honry  O.  Nevius 
Mr.  Russell  M.  Oram 
Mr.  George  J.  A.  Perpente 
Mr.  Harvey  I.  Todd 
Mr.  Henry  L.  VanMater 
Mr.  Cyril  Wimpenny 


ORGANISTS 
Mr.  George  W.  Nuttman  Mr.  Howard  D.  McKinney 


THURSDAY 
OCTOBER  TWELFTH 


EDUCATIONAL  CONFERENCE 
The  Kirkpatrick  Chapel,  11:00  A.  M.  and  2:00  P.  M. 

The  Educational  Conference  which  was  held  on  Thurs- 
day, October  12th,  became  in  effect  the  first  event  of  the 
celebration,  rather  than  its  prelude.  It  was  held  in  the 
Chapel  with  sessions  at  eleven  in  the  morning  and  two 
in  the  afternoon.  It  was  arranged  especially  for  the 
school  superintendents,  principals,  and  high  school 
teachers  of  the  State  of  New  Jersey,  and  it  was  attended 
by  about  three  hundred  of  them. 

Professor  Louis  Bevier,  Ph.D.,  Litt.D.,  Dean  of  the 
College,  presided  at  the  morning  session,  and  the  follow- 
ing program  was  carried  out : 

Dean  Bevier:  Ladies  and  Gentlemen:  It  is  certainly 
appropriate  that  the  celebration  of  the  one  hundred  and 
fiftieth  year  after  the  founding  of  the  College  should 
begin  with  an  educational  conference,  and  I  will  ask  the 
President  of  the  College  to  say  a  few  words  of  greeting 
to  you. 

ADDRESS  OF  WELCOME 

President  Demarest 

Ladies  and  Gentlemen,  Members  op  the  Educational 
Conference  :  I  am  glad  to  say  just  a  word  of  welcome. 
I  shall  not  occupy  much  of  your  time. 

It  is  a  very  great  gratification  to  me,  as  President  of 
the  College,  to  greet  you  in  this  place — to  give  a  word 
of  welcome  to  the  speakers  who  come  from  a  distance 
and  to  you  who  are  residents  of  our  own  State  of  New 
Jersey.  It  is  a  happy  thing,  it  seems  to  me,  that  the 
celebration  of  our  one  hundred  and  fiftieth  anniversary 
begins,  as  the  Dean  has  said,  with  an  educational  confer- 

211 


212  RUTGERS  CELEBRATION 

ence :  and  perhaps  it  is  a  very  happy  thing  that  this  first 
gathering  is  in  this  renovated  Chapel,  the  work  here 
having  just  been  completed,  in  fact  the  window  behind 
me  has  been  in  apparently  complete  form  only  fifteen 
or  twenty  minutes. 

I  welcome  you  here  because  we  are  of  one  mind,  I 
think,  in  matters  educational;  we  desire  to  conserve  tra- 
dition so  far  as  tradition  is  good,  and  we  desire  to  be  as 
well  in  the  way  of  progress. 

I  suppose  that  we  are  of  a  little  different  tempera- 
ment, one  and  another  of  us;  one  thing  appeals  to  one 
person  and  another  thing  appeals  to  another  person.  I 
confess  that  the  historic  always  does  appeal  peculiarly 
to  me;  and  to  me  it  is  an  especial  happiness — I  do  not 
know  how  far  you  share  that  feeling — to  welcome  you  in 
this  room  where  there  is  so  much  to  tell  the  past  of  this 
College,  the  past  of  educational  work  in  the  State  of 
New  Jersey,  the  origin  of  the  College  itself. 

This  window  placed  behind  me  is  erected  in  memory 
of  the  first  President  of  the  College,  Jacob  Rutsen  Har- 
denbergh,  who  played  such  a  large  part  in  the  history 
of  the  Colony  of  New  Jersey,  played  so  large  a  part  in 
the  history  of  the  State,  just  after  it  became  a  State. 
Such  a  patriot  he  was,  such  a  leader  in  the  Church,  such 
a  worker  for  the  education  of  young  men,  that  it  is  a 
happy  thing  that  his  great-great-grandson  has  placed 
this  window  in  this  Chapel  just  at  this  time  and  that  an- 
other great-great-grandson  has  given  the  Chapel  renova- 
tion also  in  his  memory.  There  are  new  tablets  here 
today — one  to  Hendrick  Fisher,  who,  we  may  safely  say, 
was  the  leading  layman  in  the  Church  and  in  the  State 
in  the  central  part  of  the  Colony  of  New  Jersey  in  the 
early  days,  and  the  leading  layman  in  the  founding  of 
this  College.  Hardenbergh  first  in  the  Church,  Hendrick 
Fisher  first  in  the  State,  united  in  Church  and  in  State 
as  leaders  of  education  and  in  all  good  things.  This 
memorial  is  the  gift  of  the  New  Jersey  Chapter  of  the 
Society  of  Colonial  Wars.    Another  tablet  just  erected 


THURSDAY,  OCTOBER  TWELFTH  213 

is  in  memory  of  the  men  of  Rutgers  who  enlisted  in  the 
Civil  "War,  a  gift  of  the  class  of  1880  of  Rutgers  College. 
A  third  tablet  on  the  outside  of  Queen's  Building  has 
been  erected  by  the  Society  of  Sons  of  the  American 
Revolution  to  the  memory  of  the  men  of  Rutgers,  the 
men  of  old  Queen's,  serving  in  the  Revolutionary  War. 

Here  today  I  imagine  there  may  be  two  things  espe- 
cially in  your  mind,  as  they  are  in  mine.  First,  respect 
for  tradition,  thought  of  the  origin  of  things,  honor  to 
the  fathers  who  through  the  years  have  guided  this  Col- 
lege in  its  ever  enlarging  usefulness.  The  other  thing,  the 
forward  look  toward  what  is  new  perhaps,  zeal  toward 
what  is  best  in  education,  definite  purpose  that  we  all  as 
educators  give  ourselves  as  we  may  to  an  enlarging  of 
the  influence  of  the  State  College  of  New  Jersey,  planted 
on  the  old  Colonial  foundation  of  Queen's. 

You  are  welcome  here  because,  in  a  way,  it  is  your 
home,  the  headquarters  of  the  highest  work  in  education 
maintained  by  the  State  of  New  Jersey.  Again,  in  the 
name  of  the  Trustees  and  the  Faculty  of  the  College, 
I  bid  you  welcome. 

Dean  Bevier  :  We  are  honored  to  have  with  us  a  repre- 
sentative of  the  United  States,  in  Dr.  Philander  P.  Clax- 
ton.  United  States  Commissioner  of  Education,  who  will 
speak  to  us  on  **The  Federal  Government  and  Public 
Education." 

ADDRESS 
Philander  P.  Claxton,  A.M.,  Litt.D.,  LL.D. 

United  States  Commissioner  of  Education 

Ladies  and  Gentlemen:  Since  it  is  probable  that  I 
am  not  to  have  the  pleasure  of  being  here  tomorrow  I 
want  to  bring  this  morning  a  word  of  greeting  from  the 
Bureau  of  Education  and  from  the  Nation  on  this  oc- 
casion, the  one  hundred  and  fiftieth  anniversary  of  the 
founding  of  this  institution  that  has  done  so  much  for 
the  life  of  this  State  and  of  the  country  at  large. 


214  RUTGERS  CELEBRATION 

We  are  frequently  reminded  that  the  word  "educa- 
tion" does  not  appear  in  the  Constitution  of  the  United 
States.  The  Nation  has  not  been  directly  concerned,  in 
an  administrative  way,  in  public  education.  Initiation 
of  plans  for  financial  support  and  administrative  control 
have  been  left  almost  wholly  to  states,  local  communities, 
societies,  and  individuals.  From  the  beginning,  however, 
the  Federal  Government  has  not  been  without  interest 
in  education.  Because  of  the  dual  form  of  our  govern- 
ment, each  individual  is  a  citizen  of  a  State  and  also  of 
the  United  States.  Therefore,  the  Federal  Government, 
which  must  be  interested  in  the  intelligence  and  virtue 
of  all  the  citizens  of  the  Nation,  must  be  interested  in 
public  education  equally  with  the  governments  of  the  sev- 
eral states. 

Among  the  first  expressions  of  the  interest  of  the  Fed- 
eral Government  in  education  is  that  contained  in  the 
Ordinance  of  1787,  for  the  government  of  the  Northwest 
Territory:  ''Eeligion,  morality,  and  knowledge  being 
necessary  to  good  government  and  the  happiness  of  man- 
kind, schools  and  the  means  of  education  shall  be  forever 
encouraged."  Thus  the  Federal  Government  laid  upon 
the  people  of  this  territory  and  of  the  states  that  might 
be  formed  from  it  the  obligation  to  do  whatever  may  be 
needed  to  be  done  at  any  time  for  the  encouragement  of 
education. 

In  the  early  days  of  the  Republic  the  principal  help 
given  to  education  by  the  Federal  Government  was  in 
the  form  of  grants  of  public  lands.  This  policy  had  its 
immediate  origin  in  the  first  ordinance  for  disposing  of 
western  lands,  which  was  enacted  by  the  Continental 
Congress,  May  20th,  1785.  This  ordinance  provided  for 
the  rectangular  system  of  land  surveying  and  set  apart 
the  sixteenth  section  in  each  township  of  six  miles  square 
for  the  support  of  schools.  However,  the  first  three 
states  admitted  into  the  Union — Vermont,  Kentucky,  and 
Tennessee — did  not,  at  the  time  of  their  admission,  re- 
ceive any  lands  for  school  purposes.  In  fact,  the  first 
two  named  have  never  received  any  grants  for  elementary 


THURSDAY,  OCTOBER  TWELFTH  215 

or  secondary  education;  the  small  amount  that  came  to 
Tennessee  was  available  for  the  use  of  the  schools  only 
after  a  long  period  of  manipulation  and  compromise. 

Ohio,  admitted  in  1803,  was  the  first  state  to  which  the 
sixteenth  section  was  granted.  With  the  exception  of 
Maine,  which  contained  no  Federal  domain,  and  Texas, 
which  never  surrendered  its  public  lands  to  the  Federal 
Government,  all  states  admitted  after  the  admission  of 
Ohio  and  prior  to  1850  were  granted  the  sixteenth  sec- 
tion. Between  1850  and  1894,  when  Utah  was  admitted, 
all  new  states,  excepting  West  Virginia,  received  sections 
sixteen  and  thirty-six.  Utah,  Arizona,  and  New  Mexico 
received  sections  two,  sixteen,  thirty-two  and  thirty-six. 
In  Oklahoma  sections  sixteen  and  thirty-six  and  in  part 
of  the  State,  sections  thirteen  and  thirty-three  were 
granted.  This  State  also  received  five  million  dollars  in 
lieu  of  school  sections  embraced  within  certain  Indian 
reservations. 

Prior  to  the  admission  of  Michigan  in  1837,  lands  were 
granted  to  the  states  to  hold  in  trust  or  dispose  of  for 
the  benefit  of  the  townships.  That  is,  each  township  re- 
ceived the  income  from  whatever  land  was  located  in  that 
township.  If  it  was  valuable  and  well  managed,  then  the 
township  got  the  advantage  of  it.  If  it  was  not  valuable, 
or  if  it  was  not  well  managed,  then  the  township  suffered 
for  it.  Some  peculiar  results  came  from  this  township 
allotment.  Tennessee  received  very  little  land,  but  there 
is  one  district  in  that  State  which  owns  a  copper  mine, 
the  income  of  which  was  at  one  time  about  fifty  thousand 
dollars  a  year.  This  method  was  found  to  be  bad,  and 
after  the  admission  of  Michigan,  grants  were  made  for 
the  use  of  the  states  as  a  whole. 

According  to  the  report  of  the  Commissioner  of  the 
General  Land  Office  for  the  fiscal  year,  ended  June  thir- 
tieth, 1915,  the  aggregate  amount  of  lands  embraced  in 
the  above  mentioned  grants  for  common  schools  was  78,- 
179,737  acres.  This  amounts  to  122,156  square  miles,  as 
much  as  the  total  area  of  the  New  England  States,  New 
York,  and  New  Jersey. 


216  RUTGERS  CELEBRATION 

Owing,  however,  to  mineral  restrictions,  Indian  and 
military  reservations,  prior  claims  of  settlers,  et  cetera, 
not  all  of  the  states  received  their  full  quotas.  The  State 
Board  of  Land  Commissioners  of  Colorado,  for  example, 
reports  the  amount  actually  received  by  that  State  to  be 
150,190.08  acres  less  than  the  amount  reported  by  the 
Commissioner  of  the  General  Land  Oflfice. 

There  is  another  class  of  lands  which  were  granted  to 
a  number  of  states — thirteen  in  all — and  which  in  some 
cases  at  least  were  devoted  to  the  support  of  schools. 
These  were  the  saline  lands.  The  amount  of  these  lands 
as  reported  by  the  Commissioner  of  the  General  Land 
Office  was  606,045  acres.  It  is  not  quite  clear  what  dis- 
position the  states  which  received  these  lands  ma*de  of 
them,  but  Ohio,  Indiana,  Missouri,  Nebraska,  and  Ar- 
kansas used  them  for  school  purposes.  Iowa  used  them 
for  the  benefit  of  its  agricultural  college. 

More  than  $14,000,000.00  was  received  by  the  several 
states  from  the  surplus  revenue  distributed  by  the  Fed- 
eral Government  in  1837.  Some  of  the  states  devoted 
their  entire  share,  others  one  half,  or  a  smaller  portion 
to  the  promotion  of  education.  In  some  of  the  states 
this  made  the  beginning  of  the  educational,  or  so-called 
literary  fund,  the  beginning  of  the  public  school  fund. 

Again,  twenty-nine  states  have  received  a  percentage, 
usually  five  per  cent,  of  the  proceeds  of  sales  of  public 
lands  within  their  respective  borders.  Of  these  twenty- 
nine  states  sixteen  have  been  directed  or  authorized  to 
use  the  funds  thus  received  for  education.  The  aggre- 
gate amount  paid  to  states  from  this  source  prior  to  June 
thirtieth,  1914,  was  more  than  sixteen  million  dollars.  It 
is  probably  safe  to  estimate  that  one-half  or  more  of  this 
amount  was  devoted  to  education.  Swamp  lands  granted 
by  the  Federal  Government  were  used  in  whole  or  in  part 
for  schools  in  Minnesota,  Indiana,  Arkansas,  Illinois, 
Missouri,  Ohio,  Oregon,  and  several  other  states. 

In  addition  to  these  land  grants  to  states,  the  univer- 
sities have  received  two  and  one-half  million  acres,  the 
agricultural  colleges — land  and  scrip — eleven  and  one- 


THUE8DAY,  OCTOBER  TWELFTH  217 

quarter  million  acres,  the  normal  schools,  schools  of 
mining  and  other  schools,  nearly  two  million  acres;  and 
other  institutions,  such  as  schools  for  the  deaf  and  the 
blind,  one  and  one-quarter  million  acres. 

The  annual  grants  of  money  from  the  Federal  Govern- 
ment for  education  in  the  several  states  now  amount  to 
$2,500,000  for  colleges  of  agriculture  and  mechanic  arts ; 
$1,500,000  for  experiment  stations;  and  a  like  sum  for 
agricultural  extension  work.  In  addition  to  this  the  Fed- 
eral Government  has  taken  direct  control  of  education 
for  military  and  naval  purposes,  and  for  1916-17  appro- 
priated for  its  naval  and  military  academies  two  and  one- 
quarter  millions  of  dollars. 

If  we  include  appropriations  for  such  educational  work 
as  that  of  the  Geological  Survey,  the  Bureau  of  Stand- 
ards, and  other  scientific  investigations,  the  appropria- 
tion for  the  education  of  the  Indians  and  of  the  natives 
of  Alaska,  for  the  Library  of  Congress,  for  the  Smith- 
sonian Institution,  for  the  schools  of  the  District  of 
Columbia,  the  sums  appropriated  by  the  Federal  Govern- 
ment for  the  year  1916-17  amount  to  a  grand  total  of 
almost  twenty-two  millions  of  dollars.  All  these  are 
properly  educational  work  and  contribute  to  the  sum  of 
knowledge  which  sooner  or  later  becomes  a  part  of  the 
common  knowledge  of  the  people. 

The  agricultural  experiment  stations,  which  receive 
financial  support  from  the  Federal  Government  and 
which  are  to  some  extent  under  the  direction  of  the 
United  States  Department  of  Agriculture,  have  con- 
tributed more  largely  to  our  knowledge  of  agriculture 
and  allied  subjects  than  any  other  agency.  Because  of 
their  work  we  now  have  a  more  definite  content  for 
courses  of  study  in  agriculture  in  schools  of  elementary 
and  secondary  grade  than  would  have  been  possible  other- 
wise. Many  of  us  can  remember  when  the  agricultural 
departments  of  the  colleges  of  agriculture  and  mechanic 
arts  received  scant  respect  from  university  and  college 
men  and  from  other  educators,  and  also  from  farmers, 
who  had  very  little  use  for  them  and  made  fun  of  the 


218  RUTGERS  CELEBRATION 

*'book  professors";  and  in  fact  the  instructors  in  agri- 
culture had  very  little  instruction  to  give.  As  a  result 
of  the  work  of  a  quarter  of  a  century  of  these  experiment 
stations,  definite  scientific  instruction  in  agriculture  has 
become  possible  and  the  work  of  the  agricultural  colleges 
has  come  to  be  respected  by  educators  of  all  kinds.  The 
agricultural  extension  law — the  so-called  Smith-Lever 
Act — ^will  make  possible  the  general  distribution  of  this 
knowledge  among  the  people. 

So  much  for  what  the  Federal  Government  has  done 
in  the  past  and  is  now  doing  for  public  education.  What 
of  the  future?  What  can  the  Federal  Government  do  to 
help  most  effectively  in  the  promotion  of  popular  educa- 
tion? I  believe  most  good  might  come  immediately  from 
such  an  increase  of  the  appropriations  to  the  Bureau  of 
Education  as  would  enable  it  to  begin  to  do  effectively 
at  least  some  of  the  more  important  work  for  which  it 
was  created.  The  Bureau  of  Education  is  now  almost 
a  half  century  old;  it  was  established  in  1867.  But  it 
has  never  had  and  has  not  now  sufficient  funds  to  do 
thoroughly  and  well  any  appreciable  part  of  its  legiti- 
mate work. 

The  most  important  part  of  its  work  I  have  tried  to 
sum  up  as  follows: 

(1)  To  serve  as  a  clearing  house  for  accurate  and 
comprehensive  information  in  respect  to  all  educational 
agencies  and  all  forms  of  education  in  the  United  States 
and  all  foreign  countries,  and  to  disseminate  this  in- 
formation among  school  officers,  teachers,  students  of 
education,  and  all  others  directly  interested  in  any  form 
of  educational  activity. 

(2)  To  serve  as  a  clearing  house  for  the  best  opinions 
on  school  organization  and  administration,  courses  of 
study,  methods  of  teaching,  and  many  other  matters  con- 
nected with  popular  education.  For  each  of  these  sub- 
jects there  are  a  few  men  and  women  in  the  United  States 
and  elsewhere  whose  opinions,  because  of  their  greater 
knowledge  of  the  subject,  are  most  valuable.    This  bureau 


THURSDAY,  OCTOBER  TWELFTH  219 

tries  to  find  for  each  subject  who  these  persons  are  and 
to  make  lists  of  expert  advisers  whom  it  may  consult  and 
to  whom  it  may  refer  others.  It  also  undertakes,  after 
correspondence  and  personal  conference  with  these  ex- 
perts, to  formulate  the  consensus  of  expert  opinion. 

(3)  To  advise  legislatures,  school  officers,  teachers, 
and  others  engaged  in  promoting  and  directing  educa- 
tion. Its  experts,  upon  request,  address  legislatures, 
meet  with  legislative  committees  and  commissions,  with 
state,  county,  and  city  school  boards,  with  boards  of 
trustees  and  faculties  of  normal  schools,  colleges,  and 
universities,  with  library  commissions,  and  with  other 
similar  bodies.  It  makes  or  directs  surveys  of  state, 
county,  and  city  school  systems,  and  of  individual  schools 
or  groups  of  schools,  and  reports  its  findings,  together 
with  constructive  suggestions,  to  the  proper  officials. 

(4)  To  promote  on  its  own  initiative  and  to  assist 
education  officers  and  the  people  of  the  several  states  and 
local  communities  in  promoting  what  it  believes  to  be 
necessary  and  desirable  tendencies  in  education  and  in 
the  organization  of  educational  agencies,  to  the  end  that 
there  may  be  full  and  equal  opportunity  of  education 
for  aU. 

(5)  To  determine  standards  of  measurement  in  edu- 
cation and  to  conduct  and  direct  experiments  in  educa- 
tion, to  the  end  that  we  may  finally  have  a  larger  body 
of  definite  scientific  knowledge  about  education  and  edu- 
cational processes  and  methods. 

As  the  Department  of  Agriculture  through  its  own 
work  and  through  its  cooperation  with  the  agricultural 
experiment  stations  is  working  out  a  body  of  exact  scien- 
tific knowledge  of  agriculture  and  agricultural  processes, 
so  the  Bureau  of  Education  should  be  able  through  its 
own  agencies  and  through  cooperation  with  normal 
schools,  colleges  and  universities,  and  states  and  local 
communities  to  work  out  a  body  of  more  definite  and 
scientific  knowledge  of  education  and  educational  proc- 
esses and  methods.    We  now  have  little  scientific  knowl- 


820  EUTGERS  CELEBRATION 

edge  on  these  subjects.  There  is  no  general  agreement 
as  to  the  most  valuable  and  most  economic  methods  of 
teaching  children  to  read  and  write  and  spell  and  calcu- 
late. There  is  no  generally  accepted  program  based 
on  scientific  knowledge  for  the  preparation  of  teachers. 
We  have  no  scientific  basis  for  most  of  our  work  in  school 
administration  and  school  management.  On  these  mat- 
ters there  has  been  little  experimentation  under  scientific 
control  and  on  a  scale  sufficiently  large  to  afford  the  re- 
sults of  commercial  value.  I  believe  we  shall  never  have 
much  definite  knowledge  on  these  subjects  until  the  Fed- 
eral Government  provides  the  means  and  undertakes  the 
work  as  I  have  just  indicated.  But  under  the  leadership 
of  the  Bureau  of  Education  we  might,  in  two  or  three 
decades,  accumulate  a  very  valuable  body  of  scientific 
knowledge  on  these  subjects  and  establish  standards  of 
teaching,  of  school  administration,  and  of  school  manage- 
ment, which  would  be  generally  accepted.  I  can  think 
of  no  other  way  by  which  the  Government  could  accom- 
plish more  with  a  comparatively  small  expenditure  of 
its  own  funds  than  by  thus  making  more  effective  the 
three-quarters  of  a  billion  dollars  which  are  now  spent 
by  state  and  local  communities  and  by  organizations  of 
various  kinds  for  education  in  public  and  private  schools. 
The  passage  of  the  Vocational  Education  Bill — the  so- 
called  Smith-Hughes  Bill — will  enable  the  Government 
to  begin  the  promotion  and  guidance  of  vocational  educa- 
tion in  schools  below  college  grade.  It  is  fortunate  that 
the  work  of  the  agricultural  experiment  stations  has  been 
so  well  done  and  that  we  have  had  opportunity  to  study 
experiments  in  education  for  trades  and  industries  in 
various  places  in  this  and  other  countries  before  having 
to  make  plans  for  the  use  of  this  fund.  We  shall  thus 
begin  this  work  with  more  knowledge  of  the  subject  than 
would  have  been  possible  earlier.  This  bill  passed  the 
Senate  in  July  and  will  quite  certainly  pass  the  House 
at  the  next  session  of  Congress.  The  Senate  form  of 
the  bill  provides  annually  $3,000,000  for  agricultural  edu- 


THURSDAY,  OCTOBEB  TWELFTH  221 

cation ;  $3,000,000  for  education  in  trades  and  industries ; 
$1,000,000  to  prepare  teachers  of  these  subjects  and  of 
domestic  science ;  and  $200,000  for  a  Federal  Board  for 
Vocation  Education,  of  which  the  Commissioner  of  Edu- 
cation is  the  advising  officer.  The  functions  of  this  board 
will  be  to  study  the  problem  of  vocational  education  of 
secondary  grade  in  all  of  its  phases.  In  cooperation  with 
the  Departments  of  Agriculture,  of  Labor,  and  of  Com- 
merce, it  will  attempt  to  find  as  nearly  as  possible  just 
what  instruction  and  training  are  necessary  to  fit  young 
men  and  women  for  agricultural  pursuits,  for  the  several 
trades  and  industries,  for  commercial  pursuits,  and  for 
home  making  and  the  various  trades  and  industries  in 
which  a  knowledge  of  dietetics  and  similar  subjects  enters 
as  an  important  factor ;  and  to  study  methods  of  teaching 
these  subjects  and  plans  of  organization  and  administra- 
tion of  schools  for  this  purpose. 

I  believe  the  time  has  come  when  the  Federal  Govern- 
ment should  make  considerable  annual  appropriations  for 
elementary  education.  In  earlier  years  as  has  already 
been  stated  it  made  such  appropriations  to  some  of  the 
states  in  the  form  of  grants  of  public  land.  These  grants 
of  lands  were  not  made,  however,  with  equal  justice  to 
all  the  states.  None  of  the  original  thirteen  states  re- 
ceived any  help  from  this  source,  and  the  first  three  of 
the  states  admitted  received  comparatively  little  help. 
Moreover,  the  present  value  of  the  aid  received  from 
these  grants  of  lands  is  grossly  unequal  in  the  various 
states.  Regardless  of  these  grants,  the  several  states 
vary  widely  in  their  ability  to  provide  education  for  their 
children.  For  instance:  The  State  of  South  Carolina 
has  only  two  hundred  and  fifty  thousand  dollars  of 
wealth,  estimated,  for  every  hundred  children  of  school 
age;  the  State  of  Mississippi  has  only  two  hundred  and 
ten  thousand  dollars  of  wealth  for  each  hundred  children 
of  school  age,  whereas  the  State  of  California  has  for 
each  hundred  children  of  school  age  one  million  five  hun- 
dred and  fifty  thousand  dollars,  and  the  State  of  Iowa 


222  RUTGERS  CELEBRATION 

has  one  million  two  hundred  and  seventy  thousand  dol- 
lars. The  ability,  therefore,  of  California  and  Iowa  to 
support  their  schools  is  approximately  six  or  seven  times 
greater  than  the  ability  of  South  Carolina  and  Missis- 
sippi to  support  their  schools.  Full  and  right  education 
of  the  children  of  one  state  is,  however,  just  as  important 
to  the  welfare  of  the  country  as  a  whole  as  the  full  and 
right  education  of  the  children  of  another  state. 

Another  cause  of  inequality  in  the  ability  of  the  sev- 
eral states  to  support  their  schools  is  to  be  found  in  the 
relation  between  the  number  of  children  of  school  age 
and  the  number  of  men  of  producing  age.  In  the  State 
of  South  Carolina  the  ratio  of  men  21  years  of  age  and 
over  to  children  from  5  to  18  years  of  age  is  as  58  to  100 ; 
in  North  Carolina  it  is  as  63  to  100;  while  in  California 
this  ratio  is  as  169  to  100;  in  Wyoming  as  179  to  100; 
and  in  Nevada  as  180  to  100.  In  South  Carolina  the 
average  school  district  of  40  children  has  $100,000  worth 
of  wealth  and  23  men  of  voting  age;  in  California  such 
a  district  has  $620,000  and  70  men  of  voting  age.  There- 
fore, in  California  the  school  district  of  40  children  has 
three  times  as  many  men  of  voting  age  and  more  than 
six  times  as  much  wealth  to  provide  support  for  the 
school.  I  believe  the  Federal  Government  should  do 
something  toward  reducing  this  inequality. 

Last  of  all,  I  believe  the  time  has  come  when  we  should 
consider  very  seriously  the  establishment  of  a  great  na- 
tional university.  This  university  should  be  only  for 
graduate  work  and  research  of  the  highest  class.  It 
should  have  such  support  as  would  enable  it  to  become 
immediately  a  great  international  university — a  univer- 
sity such  as  the  world  will  need  when  the  present  war 
is  ended  as  it  has  never  needed  such  an  institution  before. 
It  should  have  an  income  of  $10,000,000  a  year. 

Such  a  university  would  not,  I  believe,  prevent  the 
growth  of  the  graduate  departments  of  other  universities 
in  this  country,  nor  permanently  decrease  the  number  of 
their  graduate  students.    The  number  of  graduate  stu- 


THURSDAY,  OCTOBER  TWELFTH  223 

dents  in  our  universities  is  increasing  very  rapidly;  but 
80  per  cent  of  them  are  in  30  institutions.  These  are  the 
institutions  best  equipped  for  this  kind  of  work;  and 
there  are  very  few  others  that  should  undertake  work 
of  this  kind  at  all.  Such  a  university  as  I  have  in  mind 
would  give  such  an  impetus  to  graduate  work  and  re- 
search as  would  fill  its  own  halls  and  laboratories  and 
swell  the  tide  flowing  into  graduate  schools  of  all  the 
institutions  best  able  to  maintain  graduate  and  research 
work.  It  would  correlate  existing  institutions  in  such 
a  way  that  one  could  become  noted  for  work  in  one  line 
and  another  in  another  line ;  each  serving  most  effectively 
in  its  particular  line.  Such  a  university  located  at  our 
capital  city  would  have  other  values  than  those  connected 
directly  with  research  and  scholastic  learning.  When 
this  great  conflagration  is  over  the  universities  of  Europe 
will  be  poor ;  the  money  for  their  support  will  have  been 
used  for  other  purposes.  Their  younger  professors  will 
have  been  buried  in  the  trenches,  and  the  men  who  ought 
to  have  been  preparing  for  work  in  the  universities  and 
for  expert  service  for  society  and  the  state  will  have 
gone  the  same  way ;  or  if  they  survive  they  will  lack  the 
preparation  which  they  would  have  received  in  ordinary 
times.  The  opportunity  and  obligation  will  have  come 
to  us  to  take  the  leadership  in  the  world  of  education  as 
we  must  take  it  in  commerce  and  industry.  If  I  were 
responsible  for  the  safety  of  the  United  States  and  for 
its  protection  against  hostile  invasion,  I  should  be  willing 
to  risk  $10,000,000  a  year  in  order  to  bring  to  this  coun- 
try, that  they  might  receive  their  best  and  highest  educa- 
tion and  form  their  ideals  in  the  atmosphere  of  our 
democracy,  the  men  and  women  who  are  to  make  public 
opinion  and  direct  popular  sentiment  throughout  the 
world,  and  who,  in  positions  of  power  and  trust  will  de- 
termine the  policies  of  all  the  great  nations  of  the  world. 
I  believe  we  shall  never  have  such  a  system  of  educa- 
tion in  the  United  States  as  we  should  have  and  we  shall 
never  have  done  justice  to  ourselves  until  such  a  uni- 


224  RUTGERS  CELEBRATION 

versity  as  this  shall  have  been  established  and  shall  be 
maintained  on  such  a  liberal  scale  as  I  have  indicated. 
I  also  believe  that  the  Congress  of  the  United  States  can 
be  induced  to  provide  for  such  a  national  university  on 
a  scale  which  will  enable  it  to  take  the  lead  among  the 
great  universities  of  the  world  more  readily  than  it  can 
be  induced  to  appropriate  the  smaller  sum  for  an  institu- 
tion which  would  not  appeal  to  the  imagination  and  which 
could  not  rise  above  mediocrity. 

The  time  has  come  for  a  readjustment  of  our  national 
life  and  for  a  better  direction  of  our  national  education. 
In  doing  this  let  us  try  to  find  ways  whereby  all  the 
people  may  help  themselves  in  every  phase  of  their  edu- 
cational life  as  no  part  of  the  people  can  help  themselves 
unaided  and  alone. 

Dean  Bevier:  The  second  paper  of  the  morning  will 
be  given  by  Dr.  Henry  Suzzallo,  President  of  the  Uni- 
versity of  Washington.  His  subject  is  one  of  lasting  in- 
terest to  us  all — secondary  school  men  and  women  and 
college  and  university  men  and  women — '*An  Organic 
State  School  System." 

ADDRESS 
Henry  Suzzallo,  Ph.D. 

President  of  the  University  of  Washington 

Mr.  Chairman,  Ladies,  and  Gentlemen  :  The  tradition 
and  the  spirit  of  our  American  educational  institutions 
decree  that  our  schools  shall  be  administered  through 
forty-eight  units  of  organization.  In  spite  of  the  fact 
that  the  states  manage  our  educational  systems,  America 
possesses  a  national  system  of  schools — one  in  spirit, 
aspiration,  and  method.  Our  forty-eight  state  school 
systems  are  an  organic  whole  in  spite  of  diversity  of 
control.  Because  this  is  true,  one  may  pass  from  state 
to  state,  regardless  of  geographical  location,  and  find 
essential  practices  repeated  again  and  again.  In  fact 
no  internal  evidence  would  indicate  to  the  foreign  ob- 
server that  he  had  crossed  a  state  boundary. 


THURSDAY,  OCTOBER  TWELFTH  225 

The  task  of  the  American  educator  is  not  primarily 
that  of  nationalizing  our  schools.  His  chief  duty  is  to 
complete  the  educational  aspirations  of  a  democratic 
people  and  to  reconcile  and  integrate  many  traditions 
and  impulses  which  are  now  inadequately  related  to  each 
other.  Major  among  these  varied  movements  are: 
popular  education,  the  training  of  leaders,  liberal  edu- 
cation, and  vocational  training.  A  truly  organic  system 
will  complete  the  purposes  of  each  of  these  worthy  move- 
ments. It  will  bring  each  into  proper  working  relation 
with  the  other.  The  method  of  such  organization  must 
be  carefully  considered. 

The  fundamental  response  of  an  organic  school  system 
is  to  guarantee  that  wide  dissemination  of  intelligence 
which  is  the  basic  protection  of  a  democratic  society.  If 
the  destinies  of  large  masses  of  people  are  to  rest  in 
their  own  hands,  those  hands  must  be  directed  by  minds 
trained  to  the  appreciation  of  communal  problems.  Per- 
sonal selfishness  and  class  narrowness  would  soon  destroy 
a  democratic  people  were  it  not  for  the  agencies  that 
educate  men  and  women  to  common  ideals  and  habits. 
The  common  school  more  and  more  becomes  our  substi- 
tute for  that  common  life  which  is  ceasing  to  be  ours  in 
the  degree  to  which  it  belonged  to  the  founders  of  the 
Nation.  Our  new  national  solidarity  is  in  our  common 
school  system.  It  would  be  the  part  of  wisdom  for  states- 
men and  educators  to  recognize  that  truth.  If  America 
is  to  be  ruled  by  cooperating  millions  rather  than  by 
a  chosen  few  it  is  essential  that  we  keep  effective  that 
mechanism  which  can  teach  all  of  us  a  mutual  regard  for 
each  other's  rights  and  duties.  An  organic  school  system 
will  assure  a  free  public  school  education  from  kinder- 
garten through  college,  so  organized  as  to  develop  the 
largest  educational  equality  of  which  brain  power  may 
take  advantage. 

More  and  more  this  common  schooling  of  men,  which 
now  too  often  emphasizes  personal  rights  and  individual 
aspirations,  must  lay  stress  on  engendering  responsive- 


22C  RUTGERS  CELEBRATION 

ness  to  common  duties.  Obligation  must  be  sensed  as 
fully  as  privilege,  otherwise  common  schooling  falls 
short.  Less  and  less  does  the  power  of  the  Nation  de- 
pend on  sheer  personal  prowess,  and  more  and  more  does 
it  rest  on  the  team  work  of  men,  on  that  cooperation 
which  in  national  affairs  we  call  patriotism  and  civic 
righteousness.  Men  and  women  must  be  taught  some- 
where in  the  common  schools  that  they  must  lengthen 
their  own  humble  powers  through  attaching  themselves 
to  the  right  groups.  Following  the  leader  and  running 
in  company  are  not  as  simple  matters  as  they  seem. 
They  involve  skilled  appreciation  and  wise  choice,  qual- 
ities in  which  the  American  people  are  often  a  trifle 
short.  There  are  too  many  people  being  fooled  by  false 
leaders  for  too  long  a  time.  A  good  citizen  must  be  able 
to  distinguish  between  true  and  false  leaders  as  readily 
as  he  can  determine  ordinary  right  from  ordinary  wrong. 
Perhaps,  too,  we  need  to  get  over  a  current  wilfulness 
which  blinds  us  to  the  superiority  of  others. 

Another  response  which  the  state  school  system  should 
make  is  to  provide  for  the  training  of  an  effective  demo- 
cratic leadership.  The  colleges  and  universities  stand 
for  leadership,  but  we  cannot  be  altogether  certain  that 
their  conception  of  leadership  is  up  to  date.  It  may  be 
too  exclusive  even  though  intellectual.  It  is  doubtful 
that  the  universities  have  gotten  away  from  the  notion 
that  they  are  training  a  class  of  leaders.  Yet  it  is  already 
certain  that  democracy  cannot  be  dependent  upon  any 
fixed  class.  Our  life  is  too  efficient  in  ideal  and  too 
specialized  in  method  to  permit  us  to  trust  one  group 
all  the  time.  The  leadership  of  democratic  America  is 
an  alternating  leadership  rather  than  a  class  leadership. 
It  calls  for  that  unnatural  thing,  extreme  modesty  accom- 
panying highly  specialized  and  great  power.  However 
slowly  human  nature  may  yield  the  two  qualities  together, 
we  know  that  the  schools  may  and  must  develop  the  traits 
in  companionship.  It  is  particularly  necessary  that  a 
system  of  specialized  leadership  be  recognized  as  a  sys- 


THURSDAY,  OCTOBER  TWELFTH  227 

tern  of  alternating  leadership.  The  man  who  leads  today 
as  a  lawyer  must  carry  enough  intelligence  and  humility 
to  know  that  tomorrow  he  follows  the  engineer  or  the 
nurse  or  the  plumber  or  the  salesman.  The  spirit  of 
leadership  must  be  reformed  so  that  men  can  readily 
and  appropriately  step  from  back  rank  to  front  rank 
and  back  again  as  the  occasions  demand. 

Perhaps  the  initial  notion  which  educators  must  pos- 
sess is  that  a  democratic  society  needs  leaders  as  much 
as  any  other  form  of  social  life.  Indeed,  considering  a 
certain  egotism  of  the  ignorant,  which  is  much  with  us 
these  days,  it  might  be  well  for  us  to  assume  the  working 
hypothesis  that  democracies  need  leaders  more  than  other 
forms  of  political  association.  We  have  little  use  for  the 
old  coercive  and  dramatically  impressive  leadership,  but 
great  is  our  need  for  powerful  men  who  will  lead  us 
wisely,  sympathetically,  and  decisively! 

Already  we  recognize  that  training  for  leadership  can- 
not be  sharply  separated  from  training  for  foUowership. 
The  college  cannot  exclusively  represent  one  and  the 
common  schools  the  other.  Since  both  functions  reside 
in  each  American  citizen,  both  types  of  education  must 
be  given  to  every  person  at  school.  This  suggests  at  once 
some  needed  reorganizations  in  our  schools.  Vocational 
education  must  be  made  an  opportunity  all  along  the 
pathway  of  our  liberal  schools,  instead  of  being  fixed  at 
the  close  of  college.  The  schools  must  give  more  than 
professional  education.  At  various  points  of  articula- 
tion below  the  college  there  must  be  other  schools  for 
specialized  training,  so  that  finally  no  one  passes  out  of 
the  school  system  without  two  kinds  of  training:  one 
which  is  liberal  and  gives  discriminating  appreciations, 
and  one  which  is  specialized  and  gives  constructive 
skills. 

Where  one  should  stop  on  the  great  highway  of  liberal 
training  and  turn  aside  into  the  side-path  of  a  vocation 
should  be  determined  by  personal  choice  as  influenced 
by  personal  interests  and  limitations.    In  the  past  it  has 


228  RUTGERS  CELEBRATION 

been  determined  by  one's  caste  or  one's  poverty,  brain 
power  not  counting  for  all  that  it  should.  Recently  we 
have  been  moved  by  a  sympathy  which  aims  to  let  every 
man  have  his  chance.  Soon  we  shall  be  moved  by  an 
eflBciency  which  will  aim  to  let  democracy  itself  have  a 
chance  to  use  all  the  talent  that  may  be  found  in  its 
population. 

If  we  had  really  worked  out  a  thoroughly  organic  social 
system  the  best  development  of  the  individual  would  al- 
ways be  the  best  interest  of  the  state.  An  organic  school 
system  perceives  its  functions  in  this  particular  way.  It 
tries  to  create  opportunity  for  every  person  and  to  sift 
out  ability  for  its  value  to  humanity  as  well  as  for  its 
use  to  the  particular  human  being  possessing  it.  Our 
public  schools  ought  to  be  our  one  dependable  agent  for 
making  sure  of  adequate  political  talents.  In  this  sense 
the  school  system  is  the  modern  substitute  for  the  old 
caste  system — like  it  in  function  but  completely  unlike 
it  in  spirit  and  method. 

Basic  to  this  use  of  the  schools  is  the  compulsory  at- 
tendance requirement.  All  are  bidden  to  school  that  they 
may  be  educated  and  their  talents  found.  From  the  wide 
choice  of  a  complete  population  America  picks  its  re- 
sponsible men.  These  it  holds  until  they  have  found 
their  levels  of  contributive  power.  Feudal  societies  run 
short  of  talent  when  they  have  worked  out  the  small 
mine  of  superiority  in  its  upper  caste,  but  modern  so- 
cieties have  the  endless  resource  of  all  the  people  in 
finding  its  chosen  men.  Compulsory  attendance  and  di- 
versified, attractive  schools  are  our  means  for  utilizing 
the  human  resources  of  our  whole  populations. 

Under  such  a  conception  of  education  as  we  have  here 
presented  it  must  be  obvious  that  the  quarrel  over  lib- 
eral and  practical  teaching  is  futile.  We  must  cry  for 
both,  rather  than  for  one  or  the  other.  The  old  humanis- 
tic training  and  the  new  vocational  teaching  are  not  com- 
petitors but  cooperators.  They  are  complements  in  the 
achievement  of  the  total  task  of  education.    Every  man 


THURSDAY,  OCTOBEE  TWELFTH  229 

must  have  both  and  a  complete  organic  school  system 
must  be  so  arranged  as  to  offer  facilities  for  both. 

Let  the  academicians  open  up  their  minds  so  that  the 
prejudice  of  centuries  does  not  make  vocational  training 
unwelcome  in  their  classrooms.  Let  them  accept  and 
dignify  with  science  and  humanism  the  practical  pur- 
suits of  men.  Technical  skill  of  the  type  the  world  needs 
calls  for  all  the  truth  which  schools  and  universities 
possess.  There  will  be  no  loss  to  science,  only  the  gain 
of  a  new  impulse.  The  chasm  between  theory  and  prac- 
tice will  be  easier  to  bridge.  Life  will  become  more  truth- 
ful and  science  more  virile.  Long  ago  training  in 
practical  deeds  and  teaching  in  the  wisdom  that  is  ex- 
pressed in  words  were  separated  from  each  other,  one 
going  to  the  institution  of  apprenticeship  and  the  other 
to  the  school.  After  centuries  of  separation  they  are 
about  to  be  united  under  the  roof  of  a  democratic  school 
system.  The  efficiency  of  this  union  and  cooperation  de- 
pends upon  the  flexibility  of  the  craft  mind  of  the  school 
teacher.  He  must  welcome  vocational  training  and  lib- 
eralize it  without  endangering  its  practicalities. 

The  business  man  of  the  world  must  likewise  be  upon 
his  guard.  Under  the  pressure  of  new  competitions  he 
may  not  be  practical  enough  to  perceive  the  farsighted 
and  subtle  values  of  a  liberal  education.  It  is  culture 
which  keeps  the  world  in  order.  It  establishes  and  main- 
tains the  social  order  which  makes  specialization  possi- 
ble. When  the  communal  feeling  for  common  ends 
disappears,  high  achievement  along  special  lines  dis- 
appears. That  breakdown  of  the  social  order  which  we 
call  war  gives  many  examples  of  inhibited  achievement. 
The  strike  is  a  symptom  of  a  lack  of  common  culture  in 
industry.  Every  species  of  friction  and  disorder  is  in- 
dicative of  incomplete  cultivation  of  the  communal 
mind. 

The  false  assumption  that  so-called  practical  education 
can  supplant  liberal  culture  in  the  least  degree  is  a 
pathetic  and  dangerous  belief  too  widely  shared.    Voca- 


230  EUTGEES  CELEBEATION 

tional  education  increases  rather  than  decreases  the  need 
for  liberal  education.  The  more  men  are  specialized  the 
more  they  must  be  tied  together.  Culture  is  the  only- 
safe  antidote  we  have  for  narrowness  of  training  and 
experience. 

It  is  not  to  be  supposed  that  every  person  will  attain 
the  same  breadth  of  education.  Theoretically  liberal  edu- 
cation need  not  be  determined  by  a  person's  vocation.  As 
a  matter  of  fact  it  is.  In  our  practical  institutional  ar- 
rangements we  provide  where  the  pressure  is  most  in- 
sistent. Hence  in  our  educational  system  the  longest 
liberal  training  is  a  preliminary  to  the  professional  em- 
ployments. This  is  because  the  professions  carry  the 
largest  influence  and  power  in  society  and  therefore  need 
the  greatest  safeguarding.  The  relation  between  mini- 
mum training  in  the  liberal  arts  and  the  various  vocations 
is  shown  clearly  by  noting  the  points  of  entrance  to  voca- 
tional careers.  One  may  become  a  skilled  laborer  at  the 
close  of  the  elementary  school  or  a  nurse  at  the  end  of 
the  high  school,  but  a  man  must  take  some  college  educa- 
tion before  he  is  allowed  to  begin  preparation  for  the 
law  or  the  ministry.  Our  minimum  requirements  in  lib- 
eral education  are  largely  determined  by  the  working 
careers  we  propose  to  assume. 

A  truly  organic  school  system  will  consist  of  a  grand 
trunk  line  of  liberal  education  and  many  side  lines  of 
vocational  training  leading  off  at  frequent  and  short 
intervals.  The  particular  location  of  any  line  of  special- 
ized training  will  depend  upon  the  social  importance  of 
the  task  to  be  performed.  Such  determinations  are  not 
to  be  made  upon  the  basis  of  any  caste  philosophy  or 
any  mere  traditional  notion.  They  must  be  made  accu- 
rately on  the  basis  of  a  careful  analytic  social  survey 
of  men's  employments  and  their  social  effects.  Such 
surveys  will  undoubtedly  have  far  reaching  effects.  More 
types  of  vocational  training  will  be  provided  than  now. 
New  types  of  vocational  education  will  be  established, 
chiefly  in  secondary  education.    Elementary,  secondary, 


THUESDAY,  OCTOBER  TWELFTH  231 

and  higher  education,  which  have  been  sharply  marked 
off  from  each  other  in  the  past,  will  tend  to  blend.  There 
will  be  one  system  rather  than  three.  It  will  contain 
more  units  of  liberal  education  than  now,  but  these  will 
be  closely  related.  Less  and  less  will  the  types  of  educa- 
tion approximate  uniformity.  There  will  be  great  varia- 
tion, but  variation  in  unity.  The  common  purposes  of 
a  truly  democratic  education  will  hold  together  all  of 
the  varied  adjustments  required  by  the  limiting  condi- 
tions of  heredity  and  specialized  responsibility.  Such 
organic  school  system  as  has  been  suggested  is  possible 
to  the  degree  that  the  American  people  and  its  teaching 
profession  can  enter  sympathetically  into  an  understand- 
ing of  the  aspirations  and  the  conditions  which  dominate 
our  social  population. 
I 

Dean  Bevier:  Dr.  Calvin  N.  Kendall,  our  State  Com- 
missioner of  Education,  has  kindly  consented  to  speak 
on  this  subject  with  special  reference  to  the  State  school 
system  of  New  Jersey. 

ADDRESS 
Calvin  N.  Kendall,  A.M.,  Litt.D.,  LL.D. 

New  Jersey  State  Commissioner  of  Education 

I  shall  not  attempt  to  discuss  the  valuable  and  sug- 
gestive paper  that  Dr.  Suzzallo  has  given  us,  for  I  feel 
that  I  cannot  add  to  it  nor  even  attempt  to  illuminate  it. 
We  are  all  much  indebted  to  both  Dr.  Suzzallo  and  Com- 
missioner Claxton  for  what  they  have  said  to  us. 

Speaking,  if  I  may,  in  behalf  of  the  school  men  and 
women  of  the  State,  I  think  we  should  express  our  ap- 
preciation of  the  fact  that  the  College  has  provided,  in 
connection  with  its  celebration,  for  this  Educational  Con- 
ference ;  and,  being  guests  of  Rutgers,  it  may  not  be  in- 
appropriate for  me  to  point  out  some  of  the  relations  of 
Rutgers  College  to  the  school  system  of  the  State. 

The  State  has  extended  its  recognition  to  Rutgers  Col- 
lege in  various  ways.    Among  these  are  the  following : 


232  RUTGERS  CELEBRATION 

First,  support  of  courses  in  agriculture.  The  statute 
of  1905  sets  forth  in  some  detail  the  subjects  of  instruc- 
tion that  shall  be  offered  in  these  courses;  for  example, 
production  and  handling  of  milk  and  cream,  the  growth 
of  fruits,  fertilizers,  animal  diseases,  plant  diseases,  etc. 
The  statute  further  provides  that  the  department  is  to 
be  provided  with  suitable  buildings  and  apparatus  and 
machinery.  Upward  of  $30,000  was  appropriated  for 
this  purpose,  supplementing  the  Federal  appropriations 
to  Rutgers  as  land  grant  college  under  the  Morrill  and 
other  acts.  By  these  appropriations  the  State  sets  its 
approval  upon  scientific  training  in  agriculture — voca- 
tional training. 

Secondly,  by  appropriations  for  a  summer  school,  in 
which  were  enrolled  more  than  six  hundred  teachers  and 
intending  teachers. 

Third,  sympathetic  but  substantial  appropriations,  in 
the  words  of  the  President  of  the  College,  for  courses  in 
various  scientific  lines — chemistry,  engineering,  cer- 
amics. 

Fourth,  appropriations  for  the  library. 

Fifth,  significantly,  an  appropriation  this  current  year 
of  $2500  for  military  science. 

While  none  of  these  activities  is  under  the  control  of 
the  State  Board  of  Education  or  the  Department  of 
Public  Instruction,  they  are  nevertheless,  by  reason  of 
legislative  sanction  and  encouragement,  part  of  the 
means  for  education  provided  by  the  State,  if  not  organ- 
ically connected  with  the  State's  educational  system. 

There  remains  to  be  mentioned  one  other  connection 
between  the  State  and  the  College  perhaps  of  more  im- 
portance than  those  already  mentioned.  I  refer  to  the 
scholarships  established  in  the  College  by  the  State. 
These  scholarships  are  apportioned  among  the  various 
counties  in  proportion  to  the  number  of  Members  of 
Assembly  from  the  various  counties.  There  are  sixty 
members  of  the  Assembly ;  the  statute  provides  that  one 
scholarship  for  each  shall  be  awarded  each  year.    There 


THURSDAY,  OCTOBER  TWELFTH  233 

is  in  consequence  a  total  of  two  hundred  and  forty  schol- 
arships awarded.  They  are  awarded  as  a  result  of  com- 
petitive examination  conducted  by  the  county  superin- 
tendents of  schools. 

In  the  award  of  these  scholarships  there  is  a  slight 
relation  to  the  organized  agencies  of  education  in  the 
State.  The  examinations  are  conducted  by  the  county 
superintendents  of  schools,  who  are  really  State  officials. 
The  subjects  for  examination  are  such  as  may  be  desig- 
nated by  the  State  Board  of  Education  and  the  Faculty 
of  the  College.  The  certificates  are  signed  by  the  Com- 
missioner of  Education.  The  value  to  the  State  of  this 
relationship  between  it  and  the  College  cannot  be  ques- 
tioned. 

What  the  College  has  done  for  the  important  farming 
interests  of  the  State  cannot  be  measured.  The  Director 
of  the  State  Experiment  Station,  Dr.  Lipman,  is  author- 
ity for  the  statement  that  the  value  of  farm  property 
increased  in  the  State  between  1900  and  1910  by  $65,000,- 
000,  or  34  per  cent.  At  the  same  time  there  was  a  de- 
crease of  acreage  of  cultivated  land  of  the  State  of  260,- 
000  acres,  or  9  per  cent.  It  would  be  too  much,  of  course, 
to  claim  that  this  very  substantial  increase  in  the  per 
acre  products  of  the  State  has  been  due  in  its  entirety 
to  the  work  of  the  College,  yet  the  College  has  aided  very 
largely  in  bringing  this  about. 

As  for  the  free  scholarships — two  hundred  and  forty 
distributed  all  over  the  State — who  can  estimate  their 
value  to  the  capable  young  men  of  the  State  who  are 
ambitious  for  a  higher  education?  It  is  not  too  much 
to  say  that  hundreds  of  these  capable  young  men  have, 
by  reason  of  these  scholarships,  enjoyed  the  benefit  of 
a  college  education  who  otherwise  could  not  have  gone 
to  college.  So  far  as  they  are  concerned  the  State  has 
had  a  real,  organic  system  of  education — and  of  free 
education — beginning  with  the  kindergarten  and  ending 
with  the  college  diploma — the  ideal  and  the  practice,  be 
it  remarked,  of  the  state  universities  in  all  that  part 


234  RUTGEES  CELEBRATION 

of  our  country  west  of  the  so-called  Middle  Atlantic 
States. 

The  language  of  the  act  which  provides  for  these 
scholarships  is  significant.  It  is  this:  "In  order  that 
students  in  the  schools  in  all  parts  of  the  State  may  re- 
ceive the  stimulus  afforded  by  opportunities  to  pursue 
the  courses  of  study  in  the  State  Agricultural  College, 
these  scholarships  are  established." 

In  this  discussion  of  what  the  College  contributes  to 
the  State  by  means  of  State  aid  and  approval,  the  sum- 
mer school  should  not  be  dismissed  with  the  passing 
reference  I  have  already  made  to  it.  This  school  has 
been  in  operation  only  four  summers.  Although  the 
State  maintains  five  other  summer  schools  for  teachers, 
the  number  of  teachers  who  seek  the  advantages  of  the 
summer  school  at  Rutgers  constantly  increases,  and  in- 
creases without  impairing  the  attendance  at  the  other 
summer  schools.  The  influence  of  the  summer  school 
upon  the  schools  of  the  State  in  consequence  steadily 
increases.  The  courses  in  the  school  have  been  approved 
by  the  State  Board  of  Education. 

I  have  thus  far  spoken  of  the  present  relations  of  the 
College  to  the  general  educational  activities  of  the  State. 
I  should  add  that  the  State  is  richer  because  of  these  ac- 
tivities ;  it  is  a  better  State  for  men  and  women  to  live  in 
because  of  them. 

In  surveying  the  existing  educational  agencies  of  the 
State,  one  is  impressed  with  the  willingness  of  the  people 
to  provide  these  agencies,  with  the  faith  of  the  people 
in  education. 

We  have  now  three  State  normal  schools;  ten  years 
ago  there  was  but  one.  We  have  now  a  number  of  voca- 
tional schools  and  the  State  appropriates  annually 
$120,000  for  their  support  and  maintenance  as  State  aid. 
We  need  certainly  one  additional  normal  school  in  the 
southern  part  of  the  State.  We  need  more  vocational 
schools.    All  of  this  will  come. 

Our  high  schools  are  multiplying  with  great  rapidity. 


THURSDAY,  OCTOBER  TWELFTH  235 

The  number  of  high  school  pupils  enrolled  in  the  State 
five  years  ago  was  27,090;  at  present  the  number  is  ap- 
proximately 50,000.  Every  child  in  New  Jersey  may 
have  a  high  school  education  absolutely  free  of  cost  if 
he  and  his  parents  wish  it. 

All  these  are  educational  assets,  and  the  catalog  is  not 
complete. 

What  are  further  needs?  Two  things  appear  to  be 
obvious. 

First,  an  enlargement  and  development  of  the  facilities 
for  the  training  of  teachers  for  the  secondary  schools  of 
the  State.  The  remarkable  growth  of  high  schools  re- 
sults, of  course,  in  a  corresponding  increase  in  the  num- 
ber of  high  school  teachers  in  the  State.  Ten  years  ago 
there  were  600  of  these  teachers ;  now  there  are  approxi- 
mately 1700.  Of  these  high  school  teachers  427  were 
new  last  year  in  the  high  school  service.  Very  few  of 
these  teachers — not  exceeding  20  per  cent — received  their 
education  in  the  colleges  of  the  State,  and  20  per  cent  is 
a  very  liberal  estimate.  The  professional  training  of 
these  teachers  is  a  matter  of  great  public  concern  if  our 
high  schools  are  to  do  their  work  as  well  as  this  work 
should  be  done.  As  high  schools  have  grown,  as  they 
have  become  more  common,  the  necessity  of  good  teach- 
ing in  these  schools  has  become  more  apparent.  As  we 
understand  education  better  the  belief  has  become  com- 
mon that  mere  scholarship  on  the  part  of  the  teacher  is 
not  sufficient;  professional  training  also  is  necessary  for 
teachers  in  secondary  schools.  This  has  passed  beyond 
the  realm  of  debate  except  among  the  faculties  of  some 
colleges. 

Rutgers  College  has  recognized  the  importance  of 
training  teachers  by  establishing  a  pedagogical  depart- 
ment. The  number  of  students  who  avail  themselves  of 
this  department  is  constantly  increasing.  What  is  neces- 
sary in  the  State  is  more  direct  State  support  and  en- 
couragement, here  or  elsewhere,  of  training  courses  for 
the   professional   equipment   of  high   school   teachers. 


236  RUTGEES  CELEBBATION 

Eventually  it  will  be  a  college  for  teachers  as  the  high 
schools  continue  to  grow.  Such  a  department  or  college 
should  be  an  organic  part  of  the  school  system  of  the 
State. 

I  say  this  because  the  Constitution  of  the  State  pro- 
vides that  all  the  youth  of  the  State  up  to  the  age  of 
eighteen  should  be  given  a  sound  and  efficient  education, 
and  teachers  for  these  youth  should  be  trained.  Such 
a  department  or  college  should,  in  my  judgment,  among 
other  things  accomplish  the  following: 

1)  It  should  have  well  organized  and  well  equipped 
observation  and  practice  schools; 

2)  It  should  be  open  to  women  as  well  as  men; 

3)  It  should  give  credit  in  its  courses  for  work  done 
in  the  State  normal  schools; 

4)  It  should  be  organically  connected  with  those 
schools  so  that  graduates  of  normal  schools  would  re- 
ceive two  years  credit  in  the  College ; 

5)  It  should  have  courses  in  school  administration, 
organization,  and  supervision,  to  which  normal  school 
graduates  and  others  could  resort. 

The  State  is  fortunate  in  its  proximity  to  New  York 
and  Philadelphia,  where  teachers  and  principals  may 
receive  as  good  training  as  the  country  affords,  but  a 
State  of  three  millions  of  people,  with  six  hundred  thou- 
sand pupils  in  its  schools  should  possess  within  its  own 
borders  facilities  for  training  high  school  teachers,  prin- 
cipals, and  superintendents,  free  of  cost  to  them,  but  be 
it  observed,  not  primarily  free  of  cost  for  their  sakes 
but  for  the  sake  of  the  children  of  the  State  and  for  the 
State  itself. 

I  have  said  that  two  things  are  obvious.  The  second 
one  is  this:  There  should  be  facilities  in  the' State  for 
the  higher  education  of  women.  The  State  needs  it  be- 
cause of  the  fact  that  the  day  is  almost  here  when  there 
will  be  fifty  thousand  girls  in  the  high  schools  of  the 
State.  These  girls  should  not  find  themselves  against 
a  stone  wall  barring  them  from  opportunities  to  go  on 


THURSDAY,  OCTOBER  TWELFTH  88T 

with  their  regular  education  within  the  State  itself. 
While  our  church  colleges  are  doing  something,  the  fact 
remains  that  New  Jersey  is  lamentably  deficient  among 
our  states  in  its  provision  for  the  education  of  women. 
No  important  state  throughout  the  length  and  breadth 
of  our  country  is  so  deficient.  This  is  not  creditable  to 
the  State.  The  State  has  wealth ;  it  has  a  large  popula- 
tion; it  has  a  magnificent  system  of  high  schools;  it  has 
the  young  women  who  wish  this  education  and  who  at 
present  are  hampered  in  getting  it.  There  is  no  greater 
opportunity  for  good  in  this  country  for  a  rich  man  or 
woman  to  establish  such  an  institution  and  make  it  free 
of  tuition  to  New  Jersey  women. 

I  am  confident  that  such  an  institution  will  sooner  or 
later  be  established.  I  am  also  confident  that  not  for 
long  will  the  State  be  content  not  to  provide  free  oppor- 
tunities for  the  education  of  at  least  as  many  young 
women  as  it  now  provides  for  the  free  education  of  young 
men  at  Rutgers  by  means  of  the  scholarships  to  which 
allusion  has  been  made. 

Dean  Bevier:  We  have  with  us  a  representative  of 
one  of  the  oldest  organic  state  school  systems  in  the 
country,  the  unique  University  of  the  State  of  New  York, 
the  paper  university  of  the  great  Empire  State.  Dr. 
Finegan,  Assistant  Commissioner  of  Education,  has  a 
word  in  regard  to  the  organic  school  system. 

DISCUSSION 
Thomas  E.  Finegan,  M.A.,  Pd.D.,  LL,D. 

Deputy  Commissioner  of  Education  of  the  State  of  New  York 

Ladies  and  Gentlemen:  President  Suzzallo  was  a 
resident  of  New  York  State  for  several  years.  He  was 
identified  with  one  of  our  great  universities,  and  many 
of  us,  in  speaking  of  him  since  he  left  our  State,  have 
wondered  whether  or  not  he  has  continued  orthodox  since 
he  has  been  in  the  most  remote  corner  of  the  country, 


238  RUTGERS  CELEBRATION 

and  as  far  away  from  New  York  influences  as  possible. 
I  am  gratified  to  have  had  the  pleasure  of  meeting  him 
again  this  morning  and  to  have  heard  his  inspiring  ad- 
dress, for  I  can  now  tell  my  associates  in  New  York  that, 
so  far  as  the  evidence  of  the  morning  discloses,  he  has 
acquired  no  educational  heresies  since  his  departure  from 
New  York.  He  has,  however,  been  guilty  this  morning 
for  the  first  time  in  his  life,  so  far  as  I  know,  of  doing 
a  mean  thing.  When  a  man  is  scheduled  to  make  an 
address  or  to  read  a  paper,  knowing  that  a  friend  is  to 
discuss  such  address  or  paper,  he  is  in  honor  bound  to 
make  one  statement,  at  least,  with  which  the  man  who 
follows  him  will  not  agree.  Dr.  Suzzallo  has  not  said 
one  thing  in  his  able,  clear,  and  forcible  address  upon 
which  there  is  ground  for  disagreement. 

After  President  Suzzallo  left  the  State  of  Washington 
and  reached  the  top  of  the  Great  Divide,  I  am  sure  he 
stepped  off  the  train  and,  from  a  high  mountain  peak, 
looked  out  into  the  remote  corners  of  the  agricultural 
regions  of  every  state  in  the  Union  and  then  looked  into 
the  crowded  and  congested  alleys  and  streets  of  every 
city  in  the  land  and,  from  this  point  of  vantage,  had  a 
vision  of  the  great  agricultural  resources  of  this  country, 
of  the  great  commercial  and  industrial  activities  of  the 
nation,  and  of  the  great  social  and  governmental  prob- 
lems which  the  democracy  of  this  country  must  solve. 
With  an  imagination  such  as  he  possesses,  he  has  con- 
structed upon  a  sound  theory  of  philosophy  and  states- 
manship an  ideal  system  of  state  administration  of  public 
education.  About  all  I  can  say  is  heartily  to  indorse  the 
broad  general  policy  which  he  has  outlined  for  every 
state  in  the  Union  to  pursue. 

There  is,  however,  one  point  in  his  admirable  address 
upon  which  I  should  like  to  place  a  word  of  emphasis. 
He  has  presented  in  the  clearest  and  ablest  form  possible 
the  two  types  of  education  which  the  schools  of  this 
country  must  put  into  operation  as  the  settled  policy  of 
the  nation  in  administering  public  education.    I  am  sure 


THURSDAY,  OCTOBER  TWELFTH  239 

that  when  he  was  constructing  the  foundations  of  this 
general  scheme  of  education  on  the  mountain  top  from 
which  he  saw  the  resources  and  activities  of  the  nation 
and  the  millions  of  her  boys  and  girls  and  their  needs, 
he  had  with  him  a  copy  of  the  Education  Law  of  the  State 
of  New  York,  because  in  the  state  policy  of  education 
which  he  outlined  he  has  followed  the  general  plan  which 
is  in  existence  in  that  State. 

As  stated  by  Dean  Bevier  this  morning,  the  school  sys- 
tem of  the  State  of  New  York  is  past  the  century  mark. 
New  York  was  the  first  state  in  the  Union  to  adopt  the 
principle  which  has  become  fundamental  throughout  the 
land — that  education  is  a  function  of  the  state.  In  the 
development  of  her  system  of  public  education  and  in 
meeting  the  problems  which  the  progress  of  our  day  has 
thrust  upon  us.  New  York  has  incorporated  into  her 
public  school  system  a  plan  of  vocational  education.  I 
shall  not  discuss  that  phase  of  our  work,  as  you  will  hear 
of  that  this  afternoon  from  the  man  who  has  direct 
charge  of  it  and  who  can  tell  you  its  general  aims  and 
purposes  much  better  than  I. 

But  while  we  have  provided  for  vocational  instruction 
and  have  emphasized  the  necessity  of  developing  that 
type  of  education  in  the  public  schools  of  the  State,  we 
have  not  neglected  the  other  type  of  education  which 
Dr.  Suzzallo  has  pointed  out  as  being  so  vital  to  the 
future  needs  of  the  country.  While  we  are  appropriating 
thousands  upon  thousands  of  dollars  and  devoting  as 
much  energy  and  skill  as  possible  to  the  development 
of  a  practical  and  efficient  plan  of  vocational  education 
in  all  the  agricultural  sections  of  the  State,  as  well  as 
in  the  populous  centers,  the  State  has  not  been  unmind- 
ful or  neglectful  of  its  obligation  to  make  adequate  pro- 
vision for  the  extension  and  development  of  the  tradi- 
tional courses  of  study  which  have  so  long  characterized 
American  education.  Since  vocational  education  has  been 
incorporated  into  the  general  plan  of  instruction  in  the 
schools  of  New  York,  the  State  has  established  a  system  of 


240  RUTGERS  CELEBRATION 

State  scholarships  somewhat  on  the  plan  of  that  outlined 
by  Commissioner  Kendall  for  the  State  of  New  Jersey. 
Under  this  law  New  York  State  awards  annually  scholar- 
ships to  750  students,  who  have  the  privilege  of  selecting 
the  college  or  university  in  the  State  which  they  desire 
to  attend.  These  scholarships,  like  those  of  New  Jersey, 
are  good  for  four  years.  Beginning  with  this  year  we 
have  in  the  colleges  and  universities  of  our  State  three 
thousand  students  pursuing  courses  of  study  and  re- 
ceiving from  the  State  an  annual  cash  award  of  $100 
each  for  the  purpose  of  aiding  them  in  paying  college 
tuition  or  meeting  other  college  expenses.  The  action 
of  the  State  in  providing  free  tuition  for  three  thousand 
students  in  the  higher  institutions  of  the  State  is  equiva- 
lent to  the  maintenance  of  a  state  university.  Such 
action  stands  out  as  one  of  the  State's  greatest  contribu- 
tions to  higher  education.  In  establishing  these  scholar- 
ships the  State  emphasized  its  approval  of  sound 
scholarship  by  limiting  the  rights  of  State  scholars  to 
the  privilege  of  pursuing  standard  courses  other  than 
those  including  professional  instruction  in  law,  medicine, 
dentistry,  veterinary  medicine,  or  theology.  So  it  is 
gratifying  this  morning  to  have  this  ideal  plan  of  a 
state's  system  of  education,  which  has  been  skillfully 
and  soundly  constructed  by  President  Suzzallo,  based  on 
the  very  foundation  of  the  school  system  of  the  State 
which  I  have  the  honor  to  represent. 

President  Suzzallo  very  properly  confined  himself  to 
a  discussion  of  the  aims  and  purposes  of  a  state  system 
of  education.  I  wish  to  speak  briefly  upon  the  adminis- 
tration of  the  plan  which  he  has  outlined.  If  the  best 
results  are  to  be  obtained  in  the  operation  of  any  state 
system  of  education,  the  management  of  that  system 
must  be  based  upon  stability  and  independence  in  ad- 
ministration. It  must  be  generally  recognized  that  the 
administration  of  a  public  school  system  is  under  the 
control  and  management  of  officers  specially  designated 
for  the  operation  and  management  of  the  schools.     It 


THURSDAY,  OCTOBER  TWELFTH  241 

must  also  be  understood  that  an  effort  on  the  part  of 
any  group  of  men  or  organization,  not  specifically- 
charged  by  law  with  official  duties  in  connection  with 
the  schools,  to  interfere  with  the  control  or  management 
of  schools  is  an  offense  against  the  administration  of 
public  education  which  the  sentiment  of  the  people  will 
vigorously  resent.  School  authorities  must  have  a  free 
and  independent  hand  in  discharging  their  obligations 
of  administering  the  public  school  system  solely  for  the 
benefit  of  the  children  in  attendance  upon  the  schools. 

Even  municipal  authorities  are  not  to  be  permitted  to 
interfere  with  the  administration  of  the  schools.  Inci- 
dents are  numerous  in  which  municipal  oflScers  charged 
with  no  official  functions  whatever  in  relation  to  the 
management  of  a  school  system  are  exercising  greater 
control  over  the  management  of  the  schools  than  the 
school  officers  who  are  legally  charged  with  that  responsi- 
bility and  selected  for  that  special  purpose.  It  will  be 
observed  that  the  issues  involved  in  municipal  elections 
all  over  the  country  relate  to  graft  in  the  police  and 
public  affairs,  regulations  and  restrictions  of  vice,  waste 
of  funds  for  public  purposes,  control  of  the  municipalities 
by  some  unscrupulous  political  boss,  the  failure  of  public 
service  corporations  to  respect  the  rights  of  citizens,  and 
other  similar  issues.  Generally  in  these  elections  there 
is  not  one  charge  against  the  administration  or  efficiency 
of  the  public  school  system.  The  schools  are  not  even 
an  issue  in  such  elections.  Incidents  are  common,  how- 
ever, after  the  election  has  been  determined,  and  when 
a  new  group  of  municipal  officers  come  into  power,  in 
which  such  officers  seek  to  exercise  a  dominating  influence 
and  control  over  the  management  of  the  school  system. 
No  other  single  cause  is  more  responsible  for  inefficiency 
in  the  administration  of  schools  in  the  cities  of  the  coun- 
try. It  is  an  obligation  of  the  men  and  women  engaged 
in  educational  work  to  resent  this  interference  and  to 
seek  to  establish  public  sentiment  throughout  the  country 
which  shall  be  sufficient  to  protect  the  schools  from  any 


242  RUTGERS  CELEBRATION 

influence  which  is  hostile  to  the  general  purpose  for  which 
the  schools  were  established. 

There  is  now  a  constitutional  mandate  in  nearly  every 
state  in  the  Union  which  makes  it  incumbent  upon  the 
legislatures  of  such  states  to  provide  for  the  maintenance 
and  organization  of  a  free  system  of  common  schools 
wherein  all  the  children  of  the  state  may  be  educated. 
The  general  thought  expressed  in  President  Suzzallo's 
address  this  morning,  that  there  shall  be  an  equality  of 
opportunity  in  a  state  system  of  public  education  for 
every  child  in  the  state,  is  based  on  this  constitutional 
mandate.  To  protect  the  children  of  a  state  in  this  con- 
stitutional right  there  should  be  enacted  in  each  state 
constitution  an  additional  provision  which  shall  guar- 
antee to  the  officials  charged  with  the  administration  of 
the  schools  such  independence  from  municipal,  political, 
or  other  outside  influences  as  will  enable  them  to  dis- 
charge their  obligation  to  the  people  of  the  state. 

If  school  authorities  are  to  accomplish  for  the  children 
of  a  state  the  great  benefits  contemplated  under  the  plan 
suggested  by  President  Suzzallo,  some  definite  method 
of  providing  funds  for  the  financing  of  a  school  system 
must  be  established  under  constitutional  provision.  No 
greater  aid  could  be  extended  to  school  officers  of  a  com- 
munity and  a  state  in  developing  a  strong,  efficient  system 
of  public  education  than  to  provide  for  these  officials  a 
definite  and  independent  method  of  obtaining  the  neces- 
sary funds  for  operating  the  schools.  So  long  as  the 
money  appropriated  for  the  management  of  schools  de- 
pends upon  the  action  of  municipal  officers,  a  sound  and 
efficient  management  of  the  schools  is  impossible. 

Each  state  should,  therefore,  provide  for  the  general 
system  of  education  affording  to  all  children  equality  of 
educational  opportunity  as  outlined  by  President  Suz- 
zallo, and  it  should  also  provide  for  the  control  and  man- 
agement of  such  school  system  under  officers  chosen  for 
that  special  purpose  and  independent  of  every  improper 
influence. 


THURSDAY,  OCTOBER  TWELFTH  243 

Dean  Bevieb  :  It  would  not  be  just  to  President  Rhees 
and  it  would  scarcely  be  just  to  the  audience  to  ask  him 
to  speak  now.  His  paper  will  be  the  first  on  the  after- 
noon program.  The  Conference  will  reconvene  promptly 
at  two  o'clock.  During  the  interval  all  the  members  of 
this  Conference  and  those  in  the  audience  who  find  it 
convenient  to  do  so  are  invited  by  the  College  to  take 
luncheon  at  the  College  Gymnasium.  No  individual 
tickets  are  necessary.  During  the  hour  the  College  places 
its  hospitality  at  your  disposal. 

Between  the  sessions  luncheon  was  served  at  the  Rob- 
ert F.  Ballantine  Gymnasium  to  all  in  attendance,  to- 
gether with  the  Faculty  of  the  College. 

Afternoon  Session,  2:00  P.  M. 

Austin  Scott,  A.M.,  Ph.D.,  LL.D.,  Voorhees  Professor 
of  History  and  Political  Science,  lately  President  of 
Rutgers  College,  presiding. 

Professor  Scott  :  The  morning  session  of  the  Confer- 
ence closed  before  the  delivery  of  the  final  address  which 
you  will  find  on  the  program.  The  subject  is  **A  College 
of  Liberal  Arts — Nevertheless,"  and  it  gives  me  great 
pleasure  to  present  to  you,  ladies  and  gentlemen,  the  dis- 
tinguished President  of  Rochester  University,  Dr.  Rhees. 

ADDRESS 
Rush  Rhees,  D.D.,  LL.D. 

President  of  The  University  of  Rochester 

A  COLLEGE  OF  LIBERAL  ARTS— 
NEVERTHELESS 
The  liberal  culture  in  the  interest  of  which  Queen's 
College  was  founded  in  this  ancient  town  one  hundred 
and  fifty  years  ago  is  under  challenge  anew  today.  The 
challenge  is  not  directed  against  an  archaic  curriculum 
as  was  the  case  a  generation  ago.  That  challenge  was 
readily  met  by  an  increasingly  frank  recognition  of  mod- 


244  RUTGERS  CELEBRATION 

ern  learning  in  the  college  course  of  study.  Now  the 
fundamental  aims  and  ideals  of  the  older  teaching  are 
under  criticism,  inspired  by  the  enthusiasm  for  voca- 
tional training  which  has  taken  possession  of  many  of 
the  leaders  of  education  in  America. 

THE  APOLOGETIC   CONJUNCTION" 

Of  the  importance  of  more  effective  training  for  voca- 
tion in  our  American  system  of  education  there  can  be 
no  doubt.  Moreover  that  our  schools  too  long  ignored 
the  needs  of  a  large  class  of  youth  which  seldom  found 
entrance  to  high  schools  and  colleges  is  unhappily  true. 
An  earnest  study  of  the  needs  of  such  youths,  and  of 
that  other  large  class  of  students  who,  having  entered 
on  the  academic  life,  have  failed  therein,  has  disclosed 
a  need  for  some  quite  different  preparation  of  such  youth 
for  useful  and  effective  living. 

Furthermore,  the  practical  disappearance  of  the  old 
apprenticeship  system  in  industrial  life  makes  an  insist- 
ent demand  on  society  to  provide  young  people  with  some 
other  means  of  fitting  themselves  for  occupations  which 
will  yield  them  livelihood.  Hence  the  rapidly  increasing 
response  to  these  needs  by  our  schools  is  reassuring. 

But  accompanying  this  development  there  has  arisen 
in  not  a  few  quarters  an  insistence  that  a  vocational  aim 
is  important  for  all  education.  And  coupled  with  this 
insistence  there  has  been  quite  general  denial  of  voca- 
tional value  to  most  of  the  studies  heretofore  prominent 
in  the  academic  curriculum. 

It  is  true  that  this  movement  has  hitherto  concerned 
itself  chiefly  with  the  teaching  offered  to  boys  and  girls 
in  the  higher  grammar  grades  and  in  the  high  schools. 
But  our  colleges  are  not  exempt  from  its  influence.  In 
part  that  influence  appears  in  a  more  or  less  frank  in- 
sistence that  whatever  prescription  is  retained  in  college 
curricula  shall  justify  itself  on  the  grounds  of  vocational 
utility,  and  that  elective  studies  shall  be  organized  and 
conducted  for  utilitarian  vocational  ends.    In  part  it  ap- 


THURSDAY,  OCTOBER  TWELFTH  245 

pears  in  the  tendency  of  certain  graduate  professional 
schools  to  regard  the  college  increasingly  as  a  prepara- 
tory school,  and  so  to  push  professional  specialization 
back  into  the  college  years  and  to  insist  that  the  instruc-- 
tion  shall  be  conducted  to  meet  the  specific  requirements 
of  the  later  special  professional  training. 

What  are  we  to  say  to  these  things  on  such  an  occasion 
as  that  which  brings  us  hither — the  celebration  of  one 
hundred  and  fifty  years  of  honorable  devotion  to  the 
work  of  liberal  culture  ?  I  venture  to  propound  a  counter 
thesis :  That  an  essential  to  effective  service  of  the  com- 
munity by  a  college  is  its  conscientious  maintenance  of 
an  attitude  of  academic  detachment. 

ACADEMIC  DETACHMENT 

Obviously  a  clear  objective  is  a  great  stimulus  to  effec- 
tive work  by  any  student.  By  academic  detachment  we 
cannot  therefore  mean  academic  aimlessness.  It  is 
equally  obvious  that  in  any  study  a  student's  recognition 
of  promise  of  direct  utility  for  some  business  or  other 
enterprise  which  he  proposes  to  enter  induces  intelligent 
interest  and  devoted  industry  which  are  of  great  value. 
Academic  detachment  is  not  at  odds  with  these.  It  indi- 
cates no  intellectual  snobbishness  which  holds  aloof  from 
a  practical  workaday  world. 

Yet  I  believe  we  must  affirm  and  most  earnestly  main- 
tain that  effectively  as  college  studies  may  perchance 
serve  this  or  that  utilitarian  end,  the  essential  character- 
istic of  them  is  that  their  aim  is  the  fuller  knowledge  of 
truth,  detached  from  any  ulterior  consideration,  and  the 
fuller  mastery  by  the  student  of  his  own  intellectual 
power,  by  means  of  the  pursuit  of  such  truth  in  varied 
aspects  of  it. 

Occasion  will  arise  later  in  this  paper  to  refer  to  the 
lure  of  learning.  Experience  of  college  teachers  with 
college  youth  may  make  many  wonder  how  strong  that 
lure  in  reality  is.  But  positive  enthusiasm  for  truth  is 
in  itself  one  of  the  highest  traits  of  our  spiritual  life. 


246  BUTGEES  CELEBEATION 

With  love  of  beauty  and  love  of  goodness  it  forms  the 
trinity  of  rational  ideals  which  are  not  yet  outworn.  Such 
search  for  truth  is  the  object  which  frees  academic  de- 
tachment from  the  charge  of  aimlessness.  It  is  a  rev- 
erent recognition  of  serious  curiosity  as  a  spiritual 
hunger  whose  satisfaction  is  a  worthy  aim. 

As  has  already  been  said,  it  is  well  when  a  student  dis- 
covers in  his  chemistry  or  economics  promise  of  utility 
for  some  prospective  vocational  interest.  We  may  go 
further  and  avow  that,  subject  to  the  limits  set  by  the 
need  for  a  broad  intellectual  horizon,  studies  may  be 
chosen  by  a  student  because  they  promise  to  be  useful 
in  his  later  professional  or  business  career.  For,  ob- 
viously, vocational  advantage  does  not  deprive  a  study 
of  cultural  value.  But  the  science  of  chemistry  is  broader 
and  deeper  than  its  industrial  applications,  the  science 
of  economics  is  larger  and  more  significant  than  the  prin- 
ciples of  cost  accounting.  The  college  aims  to  teach  the 
science,  the  student  studies  in  an  atmosphere  of  devotion 
to  the  acquisition  of  the  truth  itself  as  it  is  disclosed  by 
the  science.  Utilitarian  advantages  are  strictly  by- 
products. And  very  often  they  would  never  have  come 
to  light  as  the  result  of  direct  seeking  for  practical  re- 
sults. The  recent  development  and  practical  uses  of 
bacteriology  are  results  of  Pasteur's  study  of  the  forms 
of  tartaric  acid  crystals.  Sir  William  Crookes  studied 
the  behavior  of  the  electric  current  in  a  vacuum  for  the 
sake  of  satisfying  a  lofty  intellectual  curiosity,  and  he 
never  dreamed  so  far  as  we  know  of  skiographs  or  wire- 
less telegraphy.  Not  many  college  students  are  seeking 
satisfaction  for  the  mind's  curiosity  so  far  out  on  the 
circumference  of  knowledge.  But  the  recorded  accom- 
plishments of  leaders  of  learning  are  open  to  them  and 
the  methods  of  scientific  inquiry  are  ready  for  their  prac- 
tice. Academic  detachment  means  simply  that  the  col- 
lege atmosphere  is  that  of  this  search  for  truth.  It  calls 
the  mind  to  the  consideration  of  life  and  its  environ- 
ment, its  history,  its  problems,  its  attainments  and  its 


I 


THUESDAY,  OCTOBER  TWELFTH  247 

aspirations,  because  these  things  are  worthy  objects  of 
consideration  and  study,  and  make  for  fuller  life  in  those 
who  study  them ;  that  is,  they  make  for  liberal  culture. 

If,  however,  such  detachment  is  the  essential  of  college 
study,  what  becomes  of  our  confident  claim  that  a  college 
career  is  the  best  introduction  for  choice  youth  to  the 
work  of  life  whether  professional  or  commercial?  Can 
we  expect  any,  except  the  few  whose  economic  leisure  or 
scholarly  enthusiasm  begets  indifference  to  the  concerns 
of  ordinary  life,  to  devote  themselves  to  so  esoteric  an 
enterprise  as  the  pursuit  of  truth  for  the  sake  of  satis- 
fying their  intellectual  hunger?  Experience  is  our  ans- 
wer. Truly  **Many  are  called,  but  few  are  chosen"  in 
the  service  of  truth.  But  experience  tells  us  that  all  col- 
lege students,  in  the  measure  in  which  their  work  is 
genuine,  pursuing  their  studies  in  an  atmosphere  of  aca- 
demic detachment,  seeking  for  knowledge  and  for  self- 
mastery,  without  immediate  concern  for  the  uses  to  which 
knowledge  and  power  are  to  be  put,  do  acquire  that  which 
makes  them  more  effective  as  well  as  more  intelligent 
members  of  society  and  workers  in  life 's  tasks  than  they 
otherwise  would  have  been.  To  be  more  specific,  experi- 
ence of  considerable  range  testifies  that,  given  two  simi- 
larly endowed  youth,  one  with  a  college  training  and  the 
other  with  vocational  experience  in  the  place  of  college 
training,  the  former  will  in  the  end  progress  farther  and 
more  rapidly  in  the  accomplishment  of  vocational  ends 
than  the  latter.  Therefore  we  college  men  aflfirm  still,  in 
the  face  of  all  the  urgent  clamor  for  vocational  control 
in  the  organization  of  all  education,  that  training  in  the 
college  atmosphere  of  academic  detachment  is  justified 
by  its  fruits. 

CONCERNING  GENERAL  DISCIPLINE 

Of  those  fruits  consider  first  our  old  friend,  and  that 
bugaboo  of  much  advanced  pedagogical  thinking,  Gen- 
eral Discipline.  I  know  no  better  statement  of  the  mean- 
ing of  general  discipline  than  Professor  Dewey's  in  his 


248  RUTGEES  CELEBRATION 

''Democracy  and  Education"  (p.  151):  ''Discipline 
means  power  at  command;  mastery  of  the  resources 
available  for  carrying  through  the  action  undertaken." 
If  the  college  of  liberal  arts  contributes  to  such  com- 
mand of  one 's  own  intellectual  resources,  its  justification 
is  secure. 

But  it  is  precisely  this  claim  which  is  attacked  by  the 
critics  of  pedagogical  tradition.  We  must  acknowledge 
with  all  candor  that  there  is  no  magical  influence,  native 
or  acquired,  which  resides  in  the  study  of  Greek,  Latin, 
and  mathematics,  and  gives  to  them  powers  for  education 
to  which  less  venerable  subjects  of  instruction  cannot 
aspire.  Nor  can  we  ignore  the  results  of  critical  experi- 
ments which  show  the  non-transferability  of  skill  ac- 
quired in  one  form  of  intellectual  activity  to  tasks  of 
another  sort.  It  is  wholesome  for  education,  which  so 
readily  falls  into  time  worn  ruts,  to  be  forced  to  take 
notice  of  the  limitation  which  such  experiments  have 
set  to  complacent  pedagogical  claims  and  general- 
izations. 

As  little,  however,  can  the  critics  of  general  training 
successfully  deny  the  facts  of  experience,  as  these  appear 
in  the  present  day  demand  for  college  trained  men  in 
the  professions  and  in  business,  where  the  college  train- 
ing bears  no  vocational  relation  to  the  occupations  for 
which  these  men  are  sought.  Why  do  unsentimental  cor- 
porations seek  particularly  for  engineers  who  in  addition 
to  their  technical  training  have  had  the  experience  of 
a  college  course  in  liberal  culture?  Modern  pedagogical 
investigations  forbid  us  to  infer  from  this  fact  that  the 
business  or  professional  task  can  use  the  specific  powers 
which  are  developed  by  varied  college  studies. 

But  those  modern  inquiries  have  progressed  beyond 
the  first  bold  denial  of  transferability  of  special  powers, 
and  have  come  to  recognize  in  many  diverse  intellectual 
undertakings  common  elements,  which  may  have  import- 
ance also  for  extra-academic  tasks.  Let  us  consider  some 
of  these  general  elements  of  intellectual  activity  culti- 


THURSDAY,  OCTOBER  TWELFTH  249 

vated  by  the  detached  studies  of  the  college  of  liberal 
arts,  to  see  whether  they  can  account  for  the  preference 
which  many  far  sighted  leaders  of  our  commercial  and 
industrial  life  show  for  college  trained  men. 

Of  these  elements  common  to  many  college  studies  and 
to  many  practical  vocations  consider  first  that  of  stating 
and  solving  problems.  In  so  far  as  a  student  has  passed 
beyond  the  stage  of  intellectual  mimicry,  all  college 
studies  consist  of  series  of  problems — mathematical, 
linguistic,  scientific,  historical,  literary,  or  philosophical. 
They  have  this  in  common,  that  they  present  questions  to 
be  answered,  and  certain  known  facts  or  truths  by  the 
use  of  which  the  answers  are  to  be  sought,  according  to 
rules  of  procedure  established  by  reason  or  experience. 
These  problems  are  varied  in  character,  and  the  methods 
of  solution  are  also  diverse.  But  the  intellectual  activity 
they  induce  is  the  same  in  essential  particulars  and  the 
difference  in  procedure  demanded  by  the  differing  char- 
acter of  the  problems  themselves  calls  for  an  exercise 
of  judgment  like  that  which  men  must  use  in  successful 
dealing  with  life's  complex  problems.  Professor  Dewey 
("Education  and  Democracy,"  p.  57)  further  remarks 
that  **  there  are  habits  of  judging  and  reasoning  as  truly 
as  of  handling  a  tool,  painting  a  picture,  or  conducting 
an  experiment.'*  Such  habits  of  judging  and  reasoning 
the  work  the  college  of  liberal  arts  cultivates.  The 
fact  that  its  students  are  occupied  with  detached  and 
widely  diverse  intellectual  tasks  gives  to  the  habits  of 
judging  and  reasoning  that  they  form  special  advantage 
for  an  active  life  that  must  of  necessity  be  full  of  sur- 
prises. Some  of  our  Rochester  graduates,  not  technically 
trained,  were  employed  several  years  ago  by  one  of  the 
electrochemical  industries  at  Niagara  Falls.  Our  pro- 
fessor of  chemistry  one  day  met  the  chief  of  the  plant 
and  asked  after  the  boys.  The  reply  was:  **I  notice  this 
about  them :  they  are  not  confused  by  a  new  problem,  and 
they  keep  their  heads,  in  danger."  They  had  acquired 
a  habit  of  judging  and  reasoning. 


860  ETTTGEES  CELEBEATION 

A  second  element  common  to  most  college  studies  and 
the  affairs  of  active  life  is  the  exercise  of  the  imagina- 
tion. It  is  the  imagination  that  leads  to  the  solution  of 
all  problems  except  those  of  pure  deduction.  In  the 
chemical  laboratory,  on  the  geological  excursion,  in  the 
history  seminar,  in  the  philosophical  lecture  room,  so 
far  as  serious  work  is  done,  the  student  is  constantly 
constructing  for  himself,  out  of  the  data  furnished,  the 
hypothesis,  the  picture,  the  concept,  which  mark  that 
study's  development  in  his  mind.  Here  again  the  fact 
that  his  imagination  is  exercised  on  a  wide  variety  of 
data  in  the  construction  of  pictures  of  quite  different 
characters  is  of  highest  significance.  The  most  admira- 
ble trait  of  the  typical  Yankee  is  his  ability  to  adapt 
himself  to  new  situations  and  new  tasks  with  ready  effi- 
ciency. That  trait  depends,  however,  on  his  quick  imagi- 
nation. In  so  far  as  college  studies  beget  in  students  an 
imagination  quick  to  act  in  strange  surroundings  for  the 
statement  and  solution  of  unforeseen  problems,  in  so  far 
they  give  general  training  to  an  element  of  intellectual 
activity  common  to  all  serious  tasks  of  life. 

The  third  element  of  intellectual  activity  common  to 
many  college  studies  and  to  all  of  practical  life  is  the 
discipline  of  translation,  secured  by  that  part  of  the  col- 
lege course  most  often  assailed  by  the  advocates  of  voca- 
tional control  in  education,  the  study  of  foreign  and 
particularly  of  ancient  language.  At  this  juncture  let 
us  leave  out  of  consideration  all  value  which  attaches  to 
ability  to  use  such  foreign  languages  either  as  tools  or  for 
cultivated  delight.  Of  these  the  former  is  frankly  recog- 
nized by  the  vocationalists,  while  the  latter  belongs  to 
a  later  part  of  this  paper.  What  now  occupies  our  at- 
tention is  the  training  in  translation  which  a  proper 
study  of  foreign  language  gives. 

It  is  worth  while  to  remind  ourselves  what  translation 
is.  Its  data  are  words  and  grammatical  relations  of 
words.    Its  task  is  from  those  words  and  grammatical 


THURSDAY,  OCTOBER  TWELFTH  261 

relations  to  reconstruct  in  the  reader's  mind  the  writer's 
thought.  This  reconstruction  is  so  familiar  a  task  that 
its  nature  is  not  suflSciently  recognized.  It  is  a  work 
of  the  imagination  as  momentous  as  any  of  our  intellec- 
tual acts.  Pardon  a  believer  in  the  disciplinary  value  of 
liberal  culture  for  delaying  you  a  little  further  with  this 
matter.  It  is  a  mistake  to  think  that  translation  is  neces- 
sary only  for  the  understanding  of  writings  in  a  foreign 
tongue.  All  language  has  to  be  translated  if  it  is  under- 
stood. When  I  talk  to  my  neighbor  I  do  not  hear  his 
thought,  but  only  words  more  or  less  familiar,  in  rela- 
tions more  or  less  exact.  Unless  I  am  intent  on  knowing 
what  he  is  actually  thinking,  the  words  may  mean  to  me 
something  different  from  what  he  has  in  his  mind.  It 
is  only  when  my  imagination,  intent  on  recovering  in  my 
mind  the  thought  which  was  in  his,  takes  his  words  and, 
connecting  them  with  all  that  I  know  about  him,  creates 
out  of  them  a  thought,  that  I  have  understood  him. 
Moreover,  I  have  no  ground  for  confidence  that  I  have 
understood  him  until  I  can  choose  for  myself  other  words 
to  express  my  understanding  of  his  meaning.  Then  the 
translation  is  complete ;  words  have  been  transmuted  into 
thought  and  then  back  again  into  other  words. 

This  is  true  of  aU  intercourse  through  the  mother 
tongue.  When  a  foreign  language  is  translated  the  pro- 
cesses become  more  conscious,  the  mind  is  more  acutely 
engaged,  the  imagination  which  makes  the  transmutation 
from  words  to  ideas  and  back  again  deals  with  less 
familiar  material,  and  hence  under  more  exacting  condi- 
tions. If  the  foreign  language  is  an  ancient  language, 
to  these  features  are  added  two  others:  (1)  the  more 
exact  shading  of  meaning  indicated  by  the  closer  syntax 
of  Greek  or  Latin  connections,  and  (2)  the  further  tax 
on  the  imagination  caused  by  the  wider  gap  between  the 
world  of  ideas  and  ideals  of  the  writer  and  the  translator. 
But  so  far  as  the  discipline  of  translation  is  concerned,  it 
is  simply  a  training  in  finding  the  meaning  a  speaker  or 
writer  gives  to  his  words,  and  the  significance  he  attaches 


252  RUTGERS  CELEBRATION 

to  their  relations  in  sentences,  and  then  in  creating  from 
these  in  my  mind  the  thought  to  which  he  sought  to  give 
expression  by  those  words  and  sentences. 

This  is  about  the  most  important  thing  men  have  to 
do  in  their  relations  with  each  other,  whether  as  sales- 
men, as  teachers,  as  lawyers,  as  politicians,  or  as  en- 
gineers. Consider  the  reason  given  by  the  leader  of  one 
great  corporation  for  preferring  engineers  who  had  also 
the  liberal  college  training;  it  was  because  experience 
had  proved  that  such  liberally  trained  engineers  were 
superior  to  those  whose  training  was  technical  alone,  in 
this  particular :  namely,  that  of  making  their  conclusions 
intelligible  and  convincing  to  the  nontechnical  adminis- 
tration of  the  corporation. 

Very  few  college  men  use  Greek  or  Latin,  or  for  that 
matter  French  or  German,  in  the  occupations  of  their 
later  life.  Every  man,  college  bred  or  otherwise,  is 
forced  every  day  to  translate  for  himself  the  words  and 
actions  of  other  men,  and  on  his  success  in  such  transla- 
tion most  vital  issues  oftentimes  depend. 

Problem  solving,  exercise  of  the  imagination,  training 
in  translation  may  suffice  to  illustrate  some  of  the  com- 
mon, and  therefore  transferable,  elements  of  training 
which  justify  the  work  of  the  college  of  liberal  arts 
in  our  iconoclastic  day.  But  discipline  is  not  the  chief 
business  of  our  colleges,  important  as  discipline  is.  The 
apologetic  of  the  college  points  also  to  its  product  in  a 
broadened  intellectual  horizon  for  its  students. 

CONCERNING  THE  BROADER  INTELLECTUAL  HORIZON 

The  time  is  long  past  when  colleges  put  all  students 
through  one  course  of  study,  producing  a  generation  of 
educated  men  having  the  same  outlook  and  the  same 
intellectual  experience.  But  with  all  the  variety  of 
studies  and  the  freedom  of  election  by  students,  it  is 
still  true  that  most  colleges  require  election  to  include 
some  studies  of  widely  different  character,  and  in  col- 
leges where  no  prescription  exists,  the  overwhelming^ 


THURSDAY,  OCTOBER  TWELFTH  253 

majority  of  students  by  their  own  choice  come  in  con- 
tact with  a  wide  range  of  studies. 

To  the  student  who  has  learned  in  an  atmosphere  of 
love  of  truth  for  its  own  sake  something  of  history,  some- 
thing of  philosophy,  something  of  natural  science,  and 
who  has  come  to  know  something  of  literature,  truth 
stands  not  only  as  a  worthy  object  of  earnest  interest, 
but  also  as  manifold  in  its  aspects  and  sources  of  appeal 
to  our  minds.  These  discoveries  lift  him  above  the  com- 
mon level  of  everyday  thinking  and  give  him  an  intellec- 
tual outlook  whose  horizon  is  broad.  That  his  horizon 
is  broader  than  that  of  the  ordinary  uneducated  man 
needs  no  argument.  He  has  a  far  wider  intellectual  ex- 
perience gained  by  his  introduction  to  many  fields  of 
intellectual  endeavor.  He  is  to  the  man  unacquainted 
with  these  fields  of  truth  like  the  city  bred  or  travelled 
man  in  comparison  with  the  man  whose  life  experience 
has  not  reached  beyond  his  own  valley. 

It  is  not  so  obvious,  but  it  is  none  the  less  true,  that 
his  horizon  is  broader  than  that  of  the  technical  special- 
ist who  has  devoted  great  intellectual  powers  to  the 
preparation  for  a  professional  career,  making  all  the 
learning  which  he  acquires  subordinate  to  the  practical 
end  he  has  in  view.  The  physician  so  trained  is  tempted 
to  ignore  the  truth  that  bacteriology  serves  other  ends 
than  pathological  diagnosis  and  that  chemistry  as  a 
science  has  far  wider  reaches  than  its  service  in  food 
analysis.  In  the  measure  in  which  a  science  is  seen  to 
be  in  reality  a  worthy  end  in  itself,  it  is  able  to  be  of 
most  use  as  a  tool  to  the  specialist  who  needs  it.  But 
that  recognition  of  the  sufficient  worth  of  the  science 
apart  from  its  uses  is  more  than  this,  it  secures  for  a 
man  an  outlook  on  a  broader  intellectual  horizon. 

Professor  Dewey,  to  quote  once  more  from  his  **  De- 
mocracy and  Education"  (p.  77),  says:  "One  may  be 
an  authority  in  a  particular  field  and  yet  of  more  than 
usually  poor  judgment  in  matters  not  closely  allied, 
unless  the  training  in  the  special  field  has  been  of  a  kind 


254  BUTGERS  CELEBRATION 

to  ramify  into  the  subject  matter  of  other  fields."  The 
trouble  with  that  specialist  is  that  his  horizon  is  too  nar- 
row. He  is  not  sensitive  to  the  significance  of  different 
types  of  truth.  The  college  of  liberal  arts  is  a  college 
of  liberal  arts  because  it  endeavors  to  liberate  its  stu- 
dents from  such  narrowness.  It  takes  a  man  into  a 
variety  of  different  fields  of  intellectual  endeavor,  even 
while  insisting  that  one  shall  receive  his  major  attention. 
The  result  is  his  preparation  for  saner  judgments  conse- 
quent upon  wider  intellectual  experience  and  a  broader 
intellectual  outlook.  His  training  is  of  the  kind  that 
"ramifies  into  the  subject  matter  of  other  fields." 

Another  fruit  of  this  liberating  training  for  the  broad 
horizon  is  a  superior  versatility.  The  number  of  men 
who  find  life's  task  far  other  than  they  propose  is  very 
large.  The  graduate  catalogs  of  technical  schools  are 
illuminating  reading.  Even  the  most  carefully  planned 
vocational  training  shows  need  for  readjustments  which 
are  oftentimes  radical.  When  the  need  for  such  read- 
justments comes  to  any  man,  happy  is  he  if  he  is  at  home 
in  many  corners  of  the  intellectual  world.  Happy  is  he, 
not  simply  because  chance  may  give  him  a  task  for  which 
earlier  study  had  made  some  preparation — that  chance 
is  very  slight! — ^but  happy  is  he  because  he  has  experi- 
enced intellectual  life  widely  enough  to  enable  him  to 
adjust  himself  to  new  circumstances  and  conditions  and 
make  of  them  his  instruments  for  his  life's  advance- 
ment. 

Sanity  of  judgment  and  versatility  of  adjustment  to 
new  circumstances  grow  out  of  intellectual  life  lived  with 
the  broad  horizon  of  a  varied  knowledge  of  truth.  They 
beget  consciousness  of  intellectual  power.  As  the  man 
looks  abroad  over  his  intellectual  world  he  has  a  sense 
of  being  everywhere  more  or  less  at  home,  of  being  ready 
for  work  in  any  part  of  it.  The  college  of  liberal  arts 
claims  this  emancipation  as  one  of  its  justifications. 


THURSDAY,  OCTOBER  TWELFTH  265 

CONCERNING  THE  SATISFACTIONS  OF  LIFE 

Walking  to  my  office  one  winter  day  a  few  years  ago 
I  fell  in  with  a  sophomore  going  to  class.  I  asked  him 
what  the  subject  for  that  appointment  was  and  he  ans- 
wered, Greek.  This  interested  me  and  I  inquired  further, 
What  are  you  reading?  He  replied,  Plato.  He  was  a 
youth  of  quite  ordinary  appearance,  hence  his  choice  and 
enthusiasm  interested  me  still  more  deeply,  and  I  said 
to  him:  I  congratulate  you.  He  replied:  My  father 
and  my  brother  have  never  been  to  college,  and  they  think 
I  am  foolish,  and  that  Greek  can  never  be  of  any  use 
to  me ;  but  /  like  it. 

The  college  of  liberal  arts  has  another  mission  than 
putting  a  man  in  command  of  his  own  intellectual  powers 
and  emancipating  him  from  narrow  views  of  his  life  and 
work  by  giving  him  a  broader  intellectual  horizon.  That 
boy's  enthusiasm  disclosed  that  other  purpose  of  liberal 
education,  the  satisfaction  of  intellectual  hunger. 

The  life  is  more  than  meat,  it  is  more  than  work,  it  is 
more  than  exercise  of  conscious  power  bringing  things 
to  pass.  We  are  set  in  the  midst  of  a  marvelous  universe 
whose  mysteries  constantly  challenge  us  to  unravel  them. 
We  are  heirs  of  a  human  heritage  whose  treasures  con- 
stantly lure  us  to  take  possession  of  them. 

A  man  of  more  than  three  score  years  teaches  through 
the  academic  year  with  fidelity,  and  as  soon  as  the  year 
closes,  he  sets  out  to  drive  or  ride  or  tramp  over  hill  and 
valley  from  one  end  of  the  state  to  the  other,  to  trace  the 
remains  of  prehistoric  beaches  showing  where  in  far  off 
times  the  waters  washed  their  shores,  and  he  finds  more 
sheer  pleasure  in  it  than  a  sportsman  in  his  yacht. 

A  youth  has  felt  the  lure  of  learning  in  respect  of  the 
beginnings  of  life.  The  marvels  of  recent  discoveries  in 
embryology  have  claimed  his  enthusiasm.  He  does  hia 
daily  task  to  win  his  daily  bread,  in  order  that  his  free 
time  may  be  devoted  with  his  microscope  to  patient  study 
of  the  yet  unmastered  field. 


256  RUTGERS  CELEBRATION 

A  college  student  is  discovering  the  tre^asure  of  human 
thinking  and  of  exquisite  art  stored  in  the  writings  of 
the  past.  Another  finds  in  the  unfolding  story  of  the 
growth  of  human  institutions  a  fascinating  joy.  And  so 
on  through  all  the  range  of  human  learning. 

All  feel  a  spiritual  hunger  which  they  fain  would 
satisfy,  and  they  ask  no  other  justification  for  the  time 
they  spend.  It  is  satisfaction  for  an  exalted  desire  that 
they  seek,  and  it  is  the  business  of  a  college  of  liberal 
arts  to  awaken  this  desire  and  to  teach  youth  how  it  may 
be  satisfied. 

Those  who  feel  this  hunger  are  not  therefore  unprac- 
tical or  idlers  in  life 's  market  place.  They  may  be  men 
and  women  who  serve  most  effectively  in  practical  enter- 
prises, and  who  then  when  leisure  offers  turn  to  their 
special  sources  of  delight  for  recreation  and  refresh- 
ment. They  may  be  of  the  few  who  become  pathfinders 
in  the  conquest  of  new  truth  and  furnish  material  for 
others  to  use  for  so-called  practical  ends.  But  they  are 
men  and  women  who  know  that  truth  is  larger  than  our 
minds  and  greater  than  our  interests,  and  who  find  them- 
selves enlarged  and  uplifted  by  devoting  themselves  so 
far  as  may  be  to  its  service. 

A  successful  man  of  business,  himself  not  a  college 
man,  said  to  me  not  long  ago:  If  I  had  a  son  and  he 
wouldn't  go  to  college  it  would  break  my  heart.  I  at 
once  began  to  indicate  my  approval  of  his  judgment  by 
referring  to  the  service  of  college  studies  in  the  disci- 
plining of  common  elements  of  intellectual  life,  and  in 
furnishing  a  broad  horizon.  He  interrupted  me,  saying : 
I  am  not  thinking  of  that  sort  of  thing  at  all.  I  am 
thinking  of  what  he  would  do  with  himself  after  he  had 
made  his  pile!  To  that  man  the  satisfactions  of  life 
loom  as  the  large  concern  of  human  education. 

The  most  serious  aspect  of  the  urgency  for  vocational 
control  of  education,  if  it  is  to  be  effective  over  higher 
education,  would  be  the  tendency  to  disparage  the  pur- 
suit of  learning  for  its  own  sake,  except  for  the  very 


THURSDAY,  OCTOBER  TWELFTH  257 

few  who  would  make  of  that  a  vocation.  The  finest  ac- 
complishment of  college  education  is  seen  when  it  makes 
a  man  superior  to  his  task,  so  that  he  may  make  a  su- 
perior performance  of  his  task,  and  then  have  a  rich 
margin  of  intellectual  life  left  for  intellectual  enjoyment 
and  for  fine  public  service. 

CONCLUSION 

In  what  has  so  far  been  said  attention  has  centered 
on  the  youth  who  receives  the  college  training  and  the 
introduction  to  life's  satisfaction  which  knowledge  of 
truth  offers.  But  what  of  the  community  which  supports 
the  college  and  is  to  receive  the  service  of  the  youth  it 
educates? 

Democracy  repudiates  the  idea  of  government  by  ex- 
perts. It  looks  for  leaders  of  the  people  chosen  by  the 
people.  The  danger  of  democracies  is  the  domination 
of  demagogues.  What  is  the  safeguard?  Widespread 
intelligence  reaching  beyond  the  limits  of  a  particular 
vocation.  And  the  most  important  quality  for  real  lead- 
ership as  well  as  for  intelligent  citizenship  is  a  broad 
sympathy  with  the  conditions  and  aspirations  and  views 
of  life  of  men  of  widely  divergent  interests.  Special 
training  for  vocational  ends  will  not  secure  that  broad 
sympathy.  It  is  unfavorable  to  the  broad  outlook  and 
generous  imagination  requisite  to  the  best  citizenship. 
The  college  of  liberal  arts,  if  it  is  true  to  its  mission, 
begets  the  qualities  most  needed  in  our  citizenship  at  the 
same  time  that  it  fits  its  students  for  eflScient  work  and 
for  enriched  intellectual  life. 

The  college  must  welcome  all  criticisms  of  its  perform- 
ance. We  must  be  ready  at  all  times  to  review  our  under- 
taking and  see  whether  we  are  alive  in  our  response  to 
our  mission  or  are  simply  running  on  the  momentum  of 
past  accomplishments.  But  we  need  make  no  apology 
for  insisting  still  that  the  mission  of  the  college  is  not 
preparing  for  a  vocation,  but  for  a  more  efficient  life. 
And  we  need  not  fear  that  a  democratic  community  will 


258  RUTGERS  CELEBRATION 

cease  to  need  and  to  welcome  the  youth  who  leaves  col- 
lege halls  possessed  of  powers  under  command,  with  a 
broad  intellectual  sympathy  and  imderstanding,  and  as 
large  a  measure  as  is  possible  of  enthusiasm  for  truth 
and  for  the  satisfaction  of  life  which  is  to  be  found  in 
the  knowledge  and  love  of  truth. 

Professor  Scott  :  All  down  the  ages  it  has  been  recog- 
nized that  the  husbandman  is  the  foster-father  of  life; 
but  that  recognition  has  only  in  the  last  half  century, 
let  us  say,  been  transmuted  or  transformed  into  an  intel- 
ligent public  service  by  making  the  guess-work  of  the 
husbandman  the  precision  of  a  science.  In  that  great 
movement,  one  of  the  greatest  of  modern  times,  one  of 
the  firmest  protagonists,  one  of  those  who  have  labored 
most  successfully  in  promoting  that  movement  has  been 
the  distinguished  gentleman  whom  I  am  about  to  present 
to  you;  and  he  represents  an  institution  that  has  been 
among  the  foremost  in  promoting  that  great  movement. 

Ladies  and  gentlemen,  I  have  great  pleasure  in  intro- 
ducing to  you  Dr.  Eugene  Davenport,  Dean  of  the  Uni- 
versity of  Illinois,  in  its  Agricultural  School. 

ADDRESS 

Eugene  Davenport,  M.S.  M.Age.,  LL.D. 

Dean  of  the  College  of  Agriculture,  University  of  Illinois 

THE  COLLEGE  OF  AGRICULTURE  AS  A  PUBLIC 
SERVICE  INSTITUTION 

Our  national  system  of  agricultural  colleges  was  es- 
tablished in  1862  in  order  to  provide  suitable  education 
for  the  masses  of  people  who  follow  the  major  industries, 
agriculture  and  the  mechanic  arts.  Up  to  that  time  the 
courses  of  study  had  been  prepared  exclusively  for  the 
non-industrial  professions — for  all  education  is  at  basis 
vocational — with  the  result  that  whoever  attended  col- 
lege followed  his  training  and  went  into  professional  life. 
The  consequence  was  that  the  industries  failed  to  enjoy 


THURSDAY,  OCTOBEB  TWELFTH  259 

a  fair  share  of  the  advantages  of  knowledge,  particularly 
of  the  laws  of  nature  as  taught  in  the  sciences ;  and  not 
only  that,  but  they  suffered  a  continual  subtraction  of 
the  best  and  brightest  young  men,  without  whom  no  in- 
dustry can  develop.  So  were  the  industrial  people  as 
such  deprived  of  the  advantages  of  education,  and  so 
were  the  very  industries  upon  which  depend  the  pros- 
perity and  happiness  of  all  classes  effectually  prevented 
from  developing. 

A  NEW  KIND  OP  COLLEGE 

With  the  development  of  the  agricultural  and  mechan- 
ical college  it  soon  became  apparent  that  a  new  kind  of 
educational  system  had  been  born — new  in  more  than 
one  essential  particular.  It  was  new  because  it  catered 
not  to  a  select  but  to  a  numerous  and  hitherto  neglected 
constituency.  It  was  new  in  that  it  aimed  through  the 
experiment  station  and  through  the  classroom  not  only 
to  benefit  the  individual  student,  but  to  develop  the  in- 
dustry as  a  whole.  It  was  new  in  that  it  was  supported 
not  by  charity  nor  by  fees  but  by  public  taxation.  And 
lastly,  it  was  new  in  that  indirectly  it  benefited  all  in- 
dividuals of  all  classes,  the  only  justification  for  its  sup- 
port by  public  taxation. 

A  NEW  IDEAL 

And  thus  it  was  that  the  agricultural  colleges  came 
to  be  regarded  as  preeminently  public  service  institu- 
tions ;  and  as  this  feature  was  more  generally  and  more 
clearly  recognized  its  import,  both  as  to  student  rights 
and  obligations  and  as  to  institutional  policy,  indicated 
that  new  ideals  had  entered  the  educational  world.  For 
example,  the  idea  that  instruction  should  be  free,  the 
student  paying  only  for  the  materials  he  consumed,  car- 
ried into  the  realm  of  higher  education  the  same  theory 
that  had  fought  its  way  to  the  establishment  of  the  free 
common  school.  Its  plain  meaning,  in  higher  education 
at  least,  is  that  the  public  intends  to  get  the  benefit  of 
whatever  of  brains  and  ability  are  born  into  the  common- 


260  EUTGERS  CELEBRATION 

wealth  by  freeing  the  individual  from  some,  at  least,  of 
the  limitations  of  poverty,  and  giving  him  a  chance  at 
higher  education  quite  independently  of  the  financial 
accident  of  birth. 

However,  this  large  fact  lays  peculiar  obligation  upon 
the  student.  If  a  law  school,  for  example,  or  a  medical 
college  is  supported  entirely  by  student  fees,  then  the 
student  pays  for  his  instruction,  and  therefore  feels  the 
right  to  demand  and  the  faculty  the  obligation  to  give 
that  kind  of  instruction  which  will  be  of  the  highest 
possible  individual  service,  for  that  is  what  is  paid  for. 
When,  however,  a  law  school  or  a  medical  college  is  sup- 
ported by  public  funds  the  students  cannot  directly  or 
by  implication  dictate  or  even  warp  its  policy,  for  the 
public  that  pays  the  bills  is  entitled  to  first  consideration. 
Wherefore,  in  such  a  college  the  law  is  taught  from  the 
standpoint  of  the  public  good,  and  disease  is  studied 
primarily  not  for  the  treatment  of  individuals  who  hap- 
pen to  be  ailing,  but  for  the  control  of  disease  in  the  gen- 
eral interest  of  public  health,  comfort,  and  efficiency. 

EDUCATION   NOT  FOR  PERSONAL  ADVANTAGE 

It  is  our  colleges  of  agriculture  that  have  taught  this 
principle  in  education,  and  a  wholesome  principle  it  is. 
I  once  heard  a  commencement  orator  congratulate  the 
graduating  class  upon  their  advantage  over  their  fellow- 
men,  upon  whose  shoulders  even  upon  whose  heads  they 
might  stand,  so  certainly  could  they  master  their  less 
fortunate  competitors  in  the  struggle.  This  speaker  had 
not  caught  the  higher  vision  of  the  public  service  teach- 
ing institution.  The  principal  reason  for  the  existence 
of  an  agricultural  college  is  now  understood  to  be  not 
the  training  of  a  few  young  men  that  they  may  strangle 
competition,  but  rather  the  development  of  a  better  agri- 
culture and  a  better  community  life  within  the  borders 
of  the  state,  whereby  not  only  all  farmers,  educated  and 
ignorant,  may  profit,  but  the  consuming  public  be  better 
served;  for  the  food  problem  of  a  people  is  one  of  those 
elemental  forces  that  a  thoughtful  population  dares  not 
disregard. 


THURSDAY,  OCTOBER  TWELFTH  261 

DUTY  OF  THE  STUDENT  TO  THE  PUBLIC 

Students  educated  in  this  atmosphere  of  service  to  a 
paying  public  trying  to  solve  the  problem  of  existence 
are  not  likely  to  talk  much  about  their  rights  around  the 
institution,  but  they  early  recognize  their  duty  to  **make 
good"  in  college  or  get  out  of  it;  and  when  they  do  make 
good,  to  inquire  how  and  where  they  can  render  the  high- 
est service  to  their  day  and  generation.  It  may  be  ac- 
counted a  hopeful  sign  that  we  have  so  many  young  men 
and  women  coming  along  with  this  exalted  purpose  in 
life  intensified  by  the  consciousness  that  they  owe  their 
educational  preparation  to  the  public. 

HIGHER  NOT  LOWER  STANDARDS 

Nor  is  this  without  effect  upon  the  scholastic  stand- 
ards. It  used  to  be  said  that  the  state  universities  and 
colleges  would  be  obliged  to  *'take  everybody'*  without 
much  regard  to  scholastic  preparation,  because  all  men 
could  claim  equal  rights.  Well,  like  many  another  ex- 
pected calamity,  this  one  failed  to  happen;  and  even  so, 
granting  the  publicly  supported  college  does  feel  called 
upon  to  admit  upon  somewhat  revised  standards,  and 
even  though  it  might  feel  an  obligation  to  recognize  new 
claims,  and  thereby  get  a  poor  student  now  and  then — 
for  the  species  is  not  yet  extinct — the  college  is  not 
obliged  to  keep  him.  Indeed,  upon  the  principle  of  public 
service,  no  institution  can  so  logically  and  so  quickly  get 
rid  of  an  unprofitable  student  as  can  a  state  supported 
college,  and  that  too  upon  the  ground  that  it  will  not  pay 
the  public  to  educate  him. 

This  puts  the  business  of  education  where  it  belongs, 
as  a  paying  proposition  not  an  occupation  for  the  dilet- 
tante young  parasite  living  off  the  sweat  of  other  men's 
brows  during  that  period  between  childhood  and  man- 
hood, popularly  called  the  college  age.  Manifestly  I  do 
not  here  use  the  word  **pay"  as  a  commercial  idea  but 
in  a  strictly  human  sense,  as  meaning  tangible  results. 


362  RUTGERS  CELEBRATION 

EFFECT  UPON  THE  COLLEGE 

The  effect  of  this  philosophy  of  education  is  reflected 
not  only  in  the  student  body  but  in  the  attitude  of  in- 
structors and  in  the  composition  of  the  courses  of  study 
arranged  by  the  faculty.  With  this  view  of  public  service 
uppermost  the  real  value  of  a  course  of  study  is  not  its 
fascination,  nor  yet  even  in  its  intellectual  discipline,  but 
its  usefulness  in  the  curriculum  as  a  part  of  the  machine 
for  getting  results. 

NOT  ANTAGONISTIC  TO  ART 

Nor  is  this  view  of  education  strictly  or  even  mainly 
utilitarian.  It  is  commonly  remarked  of  colleges  of 
agriculture  the  country  over  that  they  are  not  inferior, 
either  as  to  students  or  faculty,  in  their  appreciation  of 
art  in  all  its  forms.  Indeed,  the  country  man  is  by  nature 
an  artist,  generally  without  knowing  it,  but  an  artist 
nevertheless;  for  he  prefers  the  things  of  nature  in  all 
their  freshness,  reality,  and  grandeur.  He  will  likely 
not  express  it  very  well,  and  often  may  not  know  that 
he  feels  it;  but  those  who  know  country  people  well 
understand  that  deep  down  in  their  consciousness  is  a 
keen  love  for  the  finer  works  of  nature,  even  though  they 
may  not  know  the  standards  and  dictums  of  what  might 
be  called  cultivated  art. 

RESEARCH  AS  A  PUBLIC  SERVICE 

It  is  in  the  realm  of  research,  however,  that  the  idea 
of  public  service  prevails  with  special  emphasis;  and  it 
is  in  connection  with  the  experiment  stations  of  our 
American  colleges  of  agriculture  that  this  obligation  has 
been  laid  most  clearly  upon  the  faculty. 

In  the  laboratory  of  a  scientific  department  feeling  no 
obligation  to  the  public  the  worker  may  follow  his  own 
inclination  and  his  discoveries  may  be  projected  with 
equal  freedom  whether  they  promise  something  in  the 
amelioration  or  advancement  of  life  or  whether  they 
promise  nothing  beyond  the  personal  interest  and  satis- 


THURSDAY,  OCTOBER  TWELFTH  263 

faction  of  the  investigator.  Indeed,  it  has  been  held  as 
an  exalted  academic  doctrine  that  the  highest  commenda- 
tion of  a  piece  of  work  would  be  that  it  could  never  by 
any  possibility  be  put  to  any  sort  of  use.  This  feeling 
is  rapidly  passing,  thanks  to  the  new  idea  of  public  serv- 
ice that  generally  actuates  the  experiment  stations. 

DRAWS  SUPPORT 

Institutions  of  higher  education  have  learned  a  new 
fact  in  the  endowment  of  learning ;  namely,  that  in  so  far 
as  they  show  themselves  willing  and  able  to  undertake 
and  to  settle  the  hard  and  complicated  problems  that 
beset  real  every  day  life  among  the  masses  of  men,  just 
in  that  proportion  will  they  be  provided  with  the  funds 
for  other  and  less  practical  lines  of  work.  As  one  wise 
president  put  it:  **The  thing  to  do  in  building  up  a  great 
university  in  America  is  first  of  all  to  establish  a  strong 
college  of  agriculture."  The  thing  has  more  ramifica- 
tions than  would  at  first  seem  possible,  especially  in  a 
democracy.  The  subject  is  too  complicated  for  treatment 
here,  but  I  conunend  it  to  the  attention  of  teachers  gen- 
erally. 

ENLARGED  VIEW  OF  LIFE 

Research  into  the  common  every  day  problems  of  living 
gives  at  once  an  enlarged  view  of  life  which  is  reflected 
in  the  entire  atmosphere  of  the  institution — ^with  students 
and  faculty  alike — until  by  and  by  a  new  purpose  in 
education  gradually  dawns  upon  the  situation — a  pur- 
pose to  accomplish  a  fair  share  of  the  world's  work,  as 
high  and  as  holy  as  humanity,  and  one  that  puts  to  shame 
the  old  time  selfish  and  narrow  life  of  the  educated  re- 
cluse, given  over  to  the  unprofitable  business  of  reveling 
in  the  appreciation  of  what  others  have  done,  but  doing 
nothing  himself  to  help  the  world  forward  and  upward. 

DEMONSTRATION 

So  keen  is  the  consciousness  of  duty  to  the  general 
public  that  a  national  system  of  demonstration  service 


264  RUTGERS  CELEBRATION 

is  being  established  both  in  farming  and  housekeeping. 
It  is  not  intended,  I  am  sure,  as  a  cheap  and  perfunctory 
service  rendered  by  paid  performers,  but  as  a  real  avenue 
whereby  the  faculties  of  the  colleges  may  cause  to  be 
shown,  by  actual  demonstration  upon  the  farm  or  in  the 
household,  how  the  modern  findings  of  science  may  be 
used  to  the  best  advantage  in  forwarding  the  necessary 
work  of  the  world. 

If  this  service  can  be  so  developed  as  to  make  a  real 
connection  between  the  laboratories  and  the  farms,  be- 
tween the  scientific  worker  and  the  man  who  works  the 
soil  or  the  woman  who  keeps  her  house,  the  result  will 
be  wholly  good.  But  if  the  development  should  be  away 
from  the  colleges  and  into  the  hands  of  professional 
talkers  and  time  servers  who  have  learned  a  modicum 
of  scientific  cant,  then  this  gigantic  undertaking,  the 
fruitage  of  the  whole  system,  will  in  the  end  do  more 
harm  than  good;  and  the  reaction  will  come  not  upon 
the  promoters  of  a  bad  system,  but  upon  the  only  re- 
sponsible agents  in  sight — the  agricultural  colleges  and 
their  management. 

The  task  and  purpose  of  putting  science  to  work  is  a 
laudable  one.  How  difl&cult  it  is  only  the  finished  student 
can  comprehend.  It  is  a  man's  job  requiring  the  best  of 
training  with  the  highest  ideals.  Much  will  depend  upon 
the  wisdom  of  our  managers  at  this  particular  juncture 
in  remembering  that  public  service  means  service  to  the 
public.  I  wish  I  felt  easier  in  mind  at  this  the  threshold 
of  the  most  gigantic  attempt  to  deal  with  applied  science 
which  the  world  has  ever  seen. 

THE  QUESTION  OF  ADMINISTBATION 

All  over  the  country,  seldom  aflame  but  always  slum- 
bering, is  that  ancient  warfare  against  administration 
centered  just  now  in  presidents  and  deans,  especially  in 
the  state  universities.  The  slogan  is,  of  course,  aca- 
demic freedom,  whatever  that  may  mean;  but  the  argu- 
ment harks  back  to  the  good  old  days  when  a  college  was 


THUESDAY,  OCTOBER  TWELFTH  265 

little  more  than  an  intellectual  picnic,  where  philosophers 
gathered  to  sharpen  their  wits  by  disputation,  and 
disciples  "listened  in"  for  such  scattering  crumbs  of 
wisdom  as  they  might  haply  gather.  But  times  have 
changed.  Teaching  is  a  profession.  The  scholar  is  no 
more  a  wandering  beggar,  but  a  gentleman,  even  a  lead- 
ing gentleman,  riding  in  a  Cadillac,  or  at  least  in  a  Ford. 
He  demands  a  salary  and  equipment.  These  cost  money, 
and  thereby  hangs  another  tale. 

This  new  order  of  things  brings  a  third  party  into  the 
tug  of  war;  namely,  the  donor  who  furnishes  the  funds, 
and  there  too  is  a  real  source  of  peril,  long  recognized 
among  endowed  institutions,  hardly  noticed  as  yet  among 
those  that  are  state  and  federally  supported.  And  yet 
here  is  a  real  menace  that  has  already  manifested  itself 
in  various  and  unmistakable  directions  and  beside  which 
the  most  autocratic  president  is  a  real  comfort.  The 
feeling  seems  to  be  fundamental  that  he  who  pays  the  bills 
has  a  right  to  boss  the  job ;  and  here,  if  anywhere,  and 
not  in  the  offices  of  presidents,  deans,  or  heads  of  depart- 
ments will  the  publicly  supported  college  meet  its  Water- 
loo.   A  few  examples  will  illustrate  the  meaning. 

REGULATORY  SERVICE 

So  useful  have  the  agricultural  colleges  and  experi- 
ment stations  become  that  the  temptation  to  put  them 
to  unsuitable  uses  is  all  but  overpowering.  For  example, 
a  state  desires  to  regulate  the  sale  of  fertilizers.  The 
questions  involved  are  almost  entirely  administrative 
and  practically  devoid  of  scientific  or  academic  signifi- 
cance— a  simple  chemical  analysis,  a  certificate,  a  little 
watchful  waiting,  and  the  public  is  served.  However, 
legislatures  and  the  public  often  think  too  hastily, 
and  looking  upon  the  station  activities  are  likely  to  ex- 
claim: **Go  to,  now!  Here  is  the  machinery  ready  to 
hand  for  regulating  the  sale  of  fertilizers.  Let  us  use 
it."  And  so  it  goes  not  only  in  licensing  fertilizers,  but 
in  making  cholera  serum,  inspecting  nursery  stock,  in- 


266  EUTGEES  CELEBRATION 

suring  pure  food  and  drugs,  and  inspecting  farm  seeds 
for  purity.  In  a  neighboring  state  I  even  found  recently 
a  federal  employe  making  germination  tests  in  timothy, 
clover,  and  corn  seeds  belonging  to  individual  farmers. 
Why  should  not  the  Government  also  milk  his  cows  and 
test  his  milk? 

Now  these  and  a  thousand  other  ''chores"  are  to  be 
done;  but  if  the  scientific  staffs  of  the  colleges  and  sta- 
tions are  to  be  kept  busy  at  them,  when  will  they  make 
new  discoveries  pointing  the  way  to  further  progress? 
If  every  time  the  station  makes  a  discovery,  it  must  be 
loaded  with  the  task  of  undertaking  all  the  labor  and 
responsibility  involved  in  putting  it  into  practice,  the 
time  will  come  when  no  further  discoveries  will  be  made ; 
but  the  stations  will  be  loaded  down  with  the  waste  pro- 
ducts of  their  own  activities,  which  like  the  old  man  of 
the  sea  will  ultimately  submerge  the  one  who  carries 
them. 

There  is  another  ugly  side  to  the  regulatory  work  that 
is  sapping  the  life  out  of  some  of  our  experiment  sta- 
tions. Certain  of  these  regulatory  duties  bring  fees  and 
considerable  amounts  of  revenue,  some  of  which  estab- 
lish relations  that  do  not  always  leave  the  stations  free 
to  publish  unbiased  reports  of  their  own  investigations. 
Finally  regulatory  work  means  occasional  prosecutions, 
and  sometimes,  as  in  the  recent  outbreak  of  foot  and 
mouth  disease,  it  means  injunctions,  even  calls  upon  the 
militia.  Now  a  college  does  not  own  a  militia,  nor  can 
it  send  out  the  cadet  regiment  to  enforce  a  distasteful 
regulation.  All  this  belongs  to  the  police  and  administra- 
tive power  of  the  state  or  of  the  nation.  It  is  both  un- 
wise and  unfair  to  heap  it  upon  the  stations.  To  do  so 
is  to  misunderstand  and  degrade  the  function  of  a  college 
and  is  certain  to  react  disastrously. 

It  is  no  argument  to  say  that  the  college  can  do  it  well. 
My  friend  the  carpenter  missed  his  adz,  and  found  the 
housewife  had  been  digging  potatoes  with  it,  a  very  good 
tool  for  the  purpose,  as  she  declared,  but  how  did  it  leave 


THURSDAY,  OCTOBER  TWELFTH  267 

the  carpenter  and  the  adz?  Nor  is  it  sufficient  to  say 
that  the  college  is  non-political  and,  therefore,  possesses 
the  confidence  of  the  public.  The  surest  way  to  get  the 
college  into  politics  is  to  use  it  where  political  exigencies 
are  constantly  arising.  Here  is  where  wise  men  draw 
the  line  in  public  service.  Colleges  are  repositories  of 
information,  not  judges  and  executives  as  to  how  the 
people  should  use  that  information. 

ADMINISTRATIVE  DANGERS  FROM  THE  STATE 

The  exploitation  of  the  positions  of  a  state  supported 
educational  institution  by  successful  politicians,  espe- 
cially in  dealing  with  disappointed  rivals  or  pestiferous 
hangers  on,  has  lain  as  a  stench  in  the  public  nostrils 
in  more  than  one  of  our  sovereign  states,  as  many  a  pro- 
fessor and  college  president  could  testify,  having  been 
ousted,  not  because  unsuccessful  but  to  make  room  for 
another. 

But  these  processes  are  so  obvious  and  their  purposes 
so  repugnant  to  even  the  casual  thinker  that  this  par- 
ticular menace  seems  happily  on  the  decrease  and  almost 
certain  to  disappear.  Like  other  children  these  new  col- 
leges seemed  destined  to  endure  certain  perils  due  to 
youth,  inexperience,  and  dangerous  exposure;  and  with 
children's  diseases  may,  no  doubt,  be  classed  the  ex- 
ploitation of  professorships.  But  there  are  other  dis- 
eases which,  like  consumption,  rickets,  and  infantile 
paralysis,  threaten  permanent  results.  Legislatures,  for 
example,  talk  a  great  deal  about  ** state  institutions." 
The  term  is  rather  foggy  in  their  minds,  but  it  means 
in  general  anything  that  gets  appropriations  for  its 
maintenance.  So  it  is  that  the  state  supported  colleges 
are  classed  with  the  penal  and  reformatory  institutions, 
recognized  everywhere  as  political  plunder,  and  whose 
management,  to  say  the  least,  is  certain  to  be  conducted 
under  acrimonious  criticism  from  the  party  that  happens 
to  be  out  of  power. 

It  is  common  and  matter  of  course  campaigning  to 


268  RUTGERS  CELEBRATION 

charge  gross  mismanagement  and  inefficiency  in  handling 
these  wards  of  the  state,  as  well  as  in  filling  all  ap- 
pointive positions.  The  civil  service  is  made  an  issue 
by  candidates  seeking  arguments,  and  commissions  are 
advocated  to  hold  examinations  and  fill  all  places  on  the 
merit  basis.  The  talk  sounds  well.  The  weakness  of  the 
plan  is  submerged  and  out  of  sight;  and  a  sweeping  bill 
is  passed  covering  the  college  and  experiment  station  for 
no  other  reason  than  that  they  happen  to  be  '*  state  in- 
stitutions," forgetting  that  special  boards  of  trustees 
have  been  charged  with  their  management,  and  that  they 
are  not  subject  to  the  spoils  system. 

So,  to  use  an  agricultural  expression  more  expressive 
than  elegant,  **the  tail  goes  with  the  hide,"  and  nobody 
gives  so  much  as  a  thought  to  the  incongruous  spectacle, 
while  the  institution  is  left  floundering  to  discharge  its 
duties  as  best  it  can  with  a  constantly  increasing  load  of 
restrictive  legislation.  It  would  almost  seem  sometimes 
that  after  the  average  legislature  has  established  the 
institution  to  do  a  definite  piece  of  work,  it  sets  about 
the  task  of  making  it  as  difficult  and  expensive  as  possible 
for  it  to  do  its  duty.  The  "institution"  cannot  buy  in 
the  open  market  until  the  Board  of  Prison  Industries 
has  scanned  its  affairs  to  see  if  there  is  not  something 
on  which  it  can  put  its  stamp — for  a  price — and  in  fixing 
which  the  college  has  no  rights.  It  cannot  build  a  build- 
ing until  plans  for  the  structure  have  been  reviewed  and 
approved  by  a  ** state  architect,"  often  an  official  who 
has  never  planned  or  erected  a  single  building  in  his  life. 
In  one  instance,  at  least,  known  to  the  speaker  no  bidder 
would  make  an  estimate  upon  the  plans  prepared,  so  in- 
adequately were  the  drawings  and  specifications  made. 
"Whereupon  the  architect  deputized  the  college  to  act  in 
his  stead,  drew  his  commission,  and  everybody  was  happy 
and  well  served — except  the  college.  No  private  business 
could  live  under  such  exploitation ;  neither  can  a  college. 

The  unexplainable  mystery  of  legislation  in  a  de- 
mocracy is  the  slight  trust  that  legislatures  will  put  in 


THUESDAY,  OCTOBER  TWELFTH  809 

responsible  bodies  like  boards  of  trustees  as  compared 
with  the  absolute  and  autocratic  authority  they  will  lodge 
in  outside  commissions  and  boards  of  various  kinds, 
operated  mainly  by  clerks,  ignorant  and  inexperienced, 
yet  whose  office  decisions  and  regulations  overrule  not 
only  capable  and  highly  paid  officers,  but  responsible 
boards  as  well,  and  even  in  matters  vital  to  institutional 
welfare  and  work. 

A  BAD  EXAMPLE 

At  the  best  this  bureaucratic  interference  is  enor- 
mously expensive  of  funds,  even  when  the  institution  suc- 
ceeds against  almost  overwhelming  odds  in  doing  its 
work  with  fair  efficiency;  but  even  so  it  sets  a  bad  ex- 
ample before  the  young  men  in  attendance  as  students, 
giving  them  all  too  clearly  a  lesson  in  the  exploitation  of 
public  moneys. 

At  the  worst  the  thing  is  positively  intolerable.  In  a 
neighboring  state  an  arbitrary  auditor  tells  heads  of  de- 
partments when  they  can  and  when  they  cannot  attend 
scientific  meetings.  The  legislature  of  the  same  state 
in  a  spasm  of  reform  by  the  budget  route  called  upon 
the  college  for  the  pay  roll  of  all  its  faculty  and  em- 
ployees drawing  salary  from  state  funds  with  the  amount 
of  each.  Having  received  the  information  the  legisla- 
ture enacted  it  into  a  bill,  adding  a  rider  prohibiting  the 
college  from  increasing  the  salary  of  an  employee  from 
any  source,  not  knowing  that  many  of  the  names  listed 
were  on  part  salary  from  Federal  funds.  So  did  the 
legislature  put  the  institution  on  part  pay  to  the  distress 
and  disgust  of  individuals,  the  injury  of  the  work,  and 
the  humiliation  of  the  trustees  who  are  responsible  to 
the  people. 

FEDERAL  CONTROL 

If  the  agricultural  colleges  and  experiment  stations 
were  liable  to  interference  and  hardship  only  at  the 
hands  of  the  state  the  matter  could  undoubtedly  in  time 
be  adjusted,  for  even  the  average  legislator  does  not 


270  RUTGERS  CELEBRATION 

wish  to  hurt  the  college.  He  desires  to  mother  it  as  the 
elephant  did  the  chicken  when  she  lay  down  upon  it.  But 
there  is  an  influence  gradually  asserting  itself  that  is  a 
furtive  and,  I  fear,  a  perpetual  menace  to  the  efficiency, 
if  not  to  the  welfare,  of  the  agricultural  college. 

I  refer  to  the  relations  that  are  developing  with  the 
Department  of  Agriculture  at  Washington.  Beginning 
with  the  refusal  of  the  Secretary  of  the  Treasury  to  ac- 
cept the  report  of  the  experiment  stations  as  prima  facie 
evidence  of  their  expenditures  under  the  Hatch  Act,  and 
with  his  demands  upon  the  Secretary  of  Agriculture  for 
a  certification  of  such  expenditures,  the  Department  is 
gradually  building  up  a  system  of  inspection  and  review 
of  plans  which  has  now  assumed  the  form  of  cooperative 
demonstration  service,  in  which  it  seems  to  be  the  policy 
of  the  Department  by  paying  a  small  fraction  of  the 
salary  of  a  man  employed  by  the  state  substantially  to 
control  his  activities. 

This  policy  is  admitted  in  Congress.  It  was  begun 
years  ago  when  the  then  Secretary  of  Agriculture  an- 
nounced his  expectation  of  ultimately  in  large  measure 
controlling  the  state  institutions,  and  it  has  gone  on  until 
much  of  our  work  is  determined  not  by  the  scientific  staff 
in  council,  not  by  heads  of  departments,  deans  and  presi- 
dents, not  by  the  board  of  trustees,  not  even  by  Con- 
gressional enactments,  but  by  office  regulations,  rulings, 
decisions,  etc.,  that  proceed  out  of  subordinate  adminis- 
trative offices — a  form  of  government  by  bureaucracy 
not  wholesome  in  education. 

I  speak  thus  plainly  because  I  have  seen  these  things 
coming  for  twenty  years,  as  dangers  likely  to  destroy 
a  system  of  colleges  that  have  undertaken  the  education 
of  the  masses  of  mankind  and  the  elevation  of  their  in- 
dustries. If  we  can  keep  them  free  they  will  rank  as 
high  in  their  standards  and  their  service  as  the  most 
honorable  of  the  old  line  colleges,  such  as  the  one  whose 
anniversary  is  to  be  celebrated  tomorrow.  It  may  be 
that  they  cannot  be  kept  free.    It  may  be  that  they  are 


THURSDAY,  OCTOBER  TWELFTH  271 

certain  to  develop  as  parts  of  a  gigantic  Federal  system 
reaching  out  into  the  details  of  the  relations  of  life,  as 
the  Department  of  Agriculture  is  now  doing  in  the  do- 
main of  the  farm  and  the  home. 

But  education  and  scientific  research  cannot  thrive 
under  bureaucracy.  The  best  service  cannot  be  rendered 
and  the  best  men  will  not  stay  in  a  service  so  adminis- 
tered. They  will  continue  to  leave  it  as  they  have  left 
it  in  the  past;  and  if  these  newest  and  most  generally 
useful  of  all  the  colleges  are  to  stand  where  they  have 
a  right  to  stand  and  do  the  work  they  were  organized 
to  perform  they  must  be  kept  free  and  sacred  from 
political  exploitation,  administrative  interference,  and, 
above  all,  from  bureaucratic  methods  of  control. 

THE  OUTLOOK 

We  are  engaged  in  building  up  a  great  system  of  ele- 
mentary, of  secondary,  and  of  higher  education  to  pre- 
pare the  people  for  all  the  activities  of  a  highly  civilized 
democracy.  The  problem  is  gigantic.  The  prospect  is 
alluring,  and  success,  when  it  comes,  will  justify  all  ex- 
penditures of  money  and  human  energy  involved.  In 
order  to  succeed,  however,  the  schools  must  be  organized 
and  conducted  under  systems  characterized  by  singleness 
and  greatness  of  purpose. 

Sir  Horace  Plunkett,  in  discussing  these  matters  in  my 
ofl&ce  somewhat  recently,  remarked  that  America  could 
not  realize  its  unprecedented  opportunity  in  having  a 
system  of  public  schools,  from  the  elementary  grades  to 
the  college,  free  from  the  restriction  of  outside  influence. 
And  a  very  interesting  English  correspondent  of  mine 
recently  worte  a  long  letter  explaining  how  it  is  that  the 
English  schools  are  still  substantially  under  ecclesiastical 
influence.  We  have  gone  beyond  this  stage  in  our  educa- 
tional system,  but  we  seem  to  have  steered  into  certain 
other  shoals  in  the  hope  that  a  channel  may  be  found  into 
the  open  sea.  Have  we  escaped  from  ecclesiastical  con- 
trol only  to  fall  victims  of  political  expediency  and  bu- 
reaucratic inquisition? 


272  RUTGERS  CELEBRATION 

The  great  schools  of  the  past  were  private  schools, 
which,  like  a  great  teacher,  were  actuated  and  impelled 
from  within,  not  managed  from  without.  And  yet  these 
self-directed  schools  served  a  narrow  purpose.  They 
fell  more  and  more  behind  the  people,  who  were  rapidly 
developing  under  forces  newly  let  loose. 

If  democracy  is  to  endure,  we  must  find  a  way  by  which 
to  develop  and  conduct  our  schools  and  colleges  as  strictly 
public  service  institutions  in  the  highest  and  best  sense 
of  the  term,  serving  no  other  ends  than  those  of  educa- 
tion, which  is  the  acquisition  and  distribution  of  knowl- 
edge, and  hampered  by  no  unnecessary  restrictions, 
whether  ecclesiastical,  political,  or  bureaucratic ;  whether 
designed  to  exploit  its  funds  or  to  divide  its  management 
with  any  outside  influences  whatever. 

Professor  Scott:  It  is  only  by  slow  degrees  that  the 
people  are  coming  to  a  full  sense  of  the  scope  of  that 
great  piece  of  constructive  legislation,  the  Morrill  Act 
of  1862.  It  had  in  its  passage  the  primary  purpose  of 
founding  colleges  in  the  states  for  the  benefit  of  agricul- 
ture and  the  mechanic  arts.  ' '  The  Mechanic  Arts  College 
in  a  State  Institution"  is  the  subject  of  the  address  by 
Professor  Edward  Orton,  Jr.,  who  has  been  for  one- 
quarter  of  a  century  connected  with  the  Ohio  State  Uni- 
versity. 

I  take  great  pleasure  in  presenting  to  you,  ladies  and 
gentlemen,  Dean  Orton. 

ADDRESS 
Edwaed  Orton,  Jr.,  M.E. 

Lately  Dean  of  the  College  of  Engineering,  Ohio  State  University 

THE  CONTRIBUTION  OF  MECHANIC  ARTS  TO 

EDUCATIONAL  PROGRESS 

The  criteria  by  which  the  status  of  a  people  in  the  scale 

of  civilization  may  be  judged  are  many.    Their  scale  of 

living,  their  distribution  of  wealth,  their  recognition  of 


THURSDAY,  OCTOBER  TWELFTH  273 

religion,  their  standards  of  honor  and  morality,  their 
legal  code,  their  governmental  system,  their  manufac- 
tures, their  agriculture — all  these  things  and  others  offer 
important  bases  for  judging  the  position  of  peoples.  But 
no  single  one  tells  the  story  with  any  completeness.  A 
people  may  have  an  excellent  legal  code  with  very  little 
moral  sense.  They  may  be  economically  successful  for 
a  long  period  by  reason  of  great  natural  resources,  but 
their  processes  may  be  crude  and  wasteful.  Their  wealth 
may  be  great  but  badly  distributed,  and  their  govern- 
ment powerless  to  break  up  the  inequitable  system  under 
which  the  few  prosper  and  the  masses  starve.  But  a 
country  which  is  suffering  severely  from  lack  of  balance 
in  any  or  all  of  the  above  functions,  is  practically  sure  to 
show  it  in  its  educational  system.  The  school  is  a  mi- 
crocosm, faithfully  reflecting  the  life  of  the  people  who 
created  and  support  it,  and  therefore  affording  the  best 
single  criterion  of  their  civilization. 

The  American  educational  system  prior  to  1860  was 
the  most  liberal  of  any  nation  up  to  that  time.  The  early 
life  of  this  nation  exhibited  a  passion  for  education,  a 
willingness  to  make  sacrifices  for  it,  and  an  average  of 
intelligence  not  then  equalled  in  any  other  nation.  But 
with  all  of  this  devotion  to  education,  it  still  was  true 
that  our  system  was  asymmetric.  It  developed  the  mind 
most  successfully  in  the  field  of  literature,  philosophy, 
and  linguistics — in  fact  in  all  things  of  a  speculative 
nature,  which  the  brain  may  evolve  from  its  own  con- 
sciousness, but  it  laid  small  stress  upon,  or  treated  with 
open  suspicion,  that  great  mass  of  knowledge  which  man 
can  only  discover  from  intimate  and  patient  study  of  the 
physical  world,  and  of  which  he  cannot  originate  the  least 
jot  or  tittle. 

Science  had  made  great  advances,  it  is  true,  prior  to 
1860.  Many  important  and  fundamental  truths  had  been 
discovered.  A  great  mass  of  biological  data  had  been 
gathered.  But  the  study  of  such  things  was  still  largely 
confined  to  a  small  group  of  scholars  and  enthusiasts, 


274  RUTGERS  CELEBRATION 

and  its  application  to  the  affairs  of  industry,  of  com- 
merce, of  tlie  national  life,  was  as  yet  small  and  unpre- 
tentious. The  great  arts  of  agriculture  and  metallurgy, 
depending  almost  wholly  upon  chemical  conceptions,  were 
still  handled  by  persons  who  knew  little  or  no  chemistry. 
The  manufacture  of  power  from  fuel  and  the  construction 
of  machines  to  replace  the  labor  of  hands  were  largely  in 
the  control  of  men  who  knew  little  of  the  principles  of 
physics  or  mechanics.  Electricity  was  still  nearly  un- 
known, except  as  a  laboratory  plaything  with  which  to 
work  miracles  upon  the  uninitiated. 

I  do  not  wish  to  be  understood  as  underrating  the  edu- 
cational work  which  preceded  the  Morrill  Act  or  min- 
imizing the  quality  of  its  output.  The  colleges  in  those 
days  produced  a  roundness  of  scholarship,  a  breadth  of 
view,  and  a  conception  of  responsibility  for  public  prog- 
ress which  I  think  the  colleges  and  universities  of  today 
seriously  fail  to  equal.  The  educated  gentleman  of  the 
old  school  is  to  this  very  day  the  type  which  we  hold  as 
the  ideal  in  our  modern  faculties,  and  which  we  can  not, 
or  do  not,  often  reproduce.  The  cause,  according  to  my 
judgment,  lies  not  in  the  subjects  taught  in  those  days. 
I  have  already  said  that  the  curriculum  was  ill  balanced. 
It  lay  rather  in  the  simplicity  of  the  curriculum,  the 
quality  of  the  teaching  as  such,  and  in  the  concentration 
of  school  interests  on  school  matters.  The  competitive 
spirit  of  young  people  in  colleges  was  then  exercised  in 
mastery  of  the  work  of  the  school.  The  best  speakers, 
the  best  debaters,  the  best  essayists,  the  most  brilliant 
scholars,  were  the  heroes  of  the  campus  then.  Today 
glory  and  recognition  in  college  circles  come  from  su- 
premacy in  sports,  games,  music,  dramatic  art,  in  fact  in 
anything  but  the  legitimate  work  for  which  the  school 
was  created. 

In  1860,  then,  American  schools  were  efficiently  pro- 
ducing men  of  excellent  training  on  the  cultural  side  of 
human  knowledge,  and  these  men  were  becoming  the 
leaders  of  their  daj^    They  were  not  going  deeply  into 


THURSDAY,  OCTOBER  TWELFTH  276 

science,  pure  or  applied,  nor  did  the  courses  of  study 
then  offered  make  such  excursions  into  knowledge  easy 
or  general.  Special  schools  of  general  and  applied  sci- 
ence were  rare.  There  were  a  few  splendid  examples 
founded  prior  to  1860,  but  education  of  this  type  had  not 
at  that  time  made  much  of  an  impression  either  in  educa- 
tional circles  or  in  the  public  or  industrial  life  of  the 
American  people. 

The  passage  of  the  Morrill  Act  in  1862  was  the  begin- 
ning of  the  great  change  which  has  swept  the  higher  edu- 
cation of  America.  It  produced  little  inunediate  result. 
Established  educational  institutions  of  that  day  appraised 
rather  lightly  the  influence  of  the  new  law.  They  felt 
secure  in  the  thought  that  the  kind  of  education  which 
they  furnished,  and  which  had  come  to  be  the  accepted 
type  in  America,  was  not  likely  to  be  superseded  or 
changed  just  because  Congress  had  seen  fit  to  pass  a  new 
law.  Their  attitude  was  very  much  like  our  own  today 
toward  the  far  reaching  steps  now  being  taken  for  con- 
trol of  banking,  merchant  marine,  introduction  of  parcel 
posts,  military  preparedness,  etc. 

But  the  machinery  set  in  motion  by  Congress  was  too 
powerful  and  the  influence  of  the  continuity  of  the  plan 
was  too  great  to  permit  the  Morrill  Act  to  remain  unin- 
fluential  in  our  educational  system.  Within  ten  years 
it  had  been  accepted  in  many  of  the  states,  within  twenty 
by  nearly  all.  In  some  states  it  was  grafted  upon  exist- 
ing colleges,  in  others  new  institutions  were  founded  to 
take  up  the  work.  And  now,  after  more  than  half  a  cen- 
tury of  steady  growth,  with  no  alteration  of  the  broad 
fundamental  statute,  but  with  many  added  statutes,  both 
state  and  national,  providing  new  duties  and  new  re- 
sources for  the  extension  of  this  act,  the  land  grant  col- 
leges have  become  the  dominating  factor  in  American 
education. 

The  friends  of  the  honorable  and  historic  private  uni- 
versities of  the  Eastern  States  cannot  be  asked  to  sub- 
scribe readily  to  this  last  statement.    Every  instinct  of 


276  EUTGERS  CELEBRATION 

their  pride  and  loyalty  in  the  glorious  history  of  these 
institutions  incites  them  to  deny  it.  But  the  best  way  to 
test  its  truth  would  be  to  imagine  what  the  effect  would 
be  upon  American  education  if  the  state  imiversities 
and  land  grant  colleges  in  the  forty-eight  states  were 
all  suddenly  blotted  out,  as  compared  with  the  effect  if 
the  other  group  were  extinguished. 

In  the  gradual  evolution  of  the  land  grant  colleges 
there  were  naturally  many  diverse  views  of  the  proper 
lines  of  growth.  In  some  states  they  interpreted  the 
Morrill  Act  very  literally,  founding  schools  for  agricul- 
ture and  the  mechanic  arts  and  military  science,  the  three 
mandatory  provisions  of  the  law,  without  taking  on  more 
than  a  minimum  of  the  old  school  cultural  work,  which 
is  permissive  but  not  mandatory  in  the  law.  Other 
schools,  usually  those  attached  to  existing  institutions, 
or  presided  over  by  men  representing  the  old  time  aca- 
demic traditions,  felt  their  way  slowly  and  carefully  in 
presenting  the  mandatory  agricultural  or  mechanical  arts 
topics,  while  availing  themselves  freely  of  the  permissive 
features  of  the  law  to  offer  education  of  the  usual  type. 

These  differences  of  opinion  and  procedure  in  the 
formative  periods  of  the  different  land  grant  colleges 
still  obtain  to  a  considerable  extent.  Probably  they 
never  will  be  wholly  outgrown.  But  cooperation,  mutual 
comparison,  competition  between  states,  the  constant 
interchange  of  faculties,  and  the  insistence  of  the  people 
on  specific  things  being  given  them  have  operated  power- 
fully to  reduce  these  initial  disparities  and  make  the 
land  grant  college  or  state  university  what  most  people 
think  Senator  Morrill  hoped  it  would  be — a  broad  well 
rounded  university,  offering  all  standard  lines  of  general 
and  professional  training,  and  fitted  to  become  the  cap- 
sheaf  of  the  whole  educational  system  of  the  respective 
states. 

It  is  expected  that  this  paper  will  discuss  what  the 
specific  contribution  of  the  *' mechanic  arts"  feature  has 
been  in  this  great  and  inspiring  educational  pageant,  of 


I 


THURSDAY,  OCTOBER  TWELFTH  277 

which  the  preceding  description  gives  a  very  inadequate 
image,  I  fear. 

In  the  early  years  of  this  half  century  of  growth  I 
think  it  is  fair  to  say  that  the  mechanic  arts  activities 
greatly  exceeded,  in  importance  and  in  effectiveness  of 
educational  organization,  the  work  of  the  agricultural 
sections.  This  was  not  from  any  desire  to  discriminate 
against  the  latter,  as  the  farmers  of  the  country  have 
been  usually  very  ready  to  charge,  but  came  from  wholly 
natural  causes.  In  the  first  place,  while  ** mechanic  arts" 
was  in  1862  a  new  term  in  education,  it  was  almost  uni- 
versally interpreted  as  meaning  engineering.  It  was  not 
thought  that  Senator  Morrill  meant  by  the  words 
''mechanic  arts"  carpentering,  blacksmithing,  founding, 
machining,  sheet  metal  working,  bricklaying,  and  the  like. 
It  was  thought  that  he  meant  less  the  actual  manual 
operations  of  these  trades  and  arts,  which  had  been  satis- 
factorily learned  from  time  immemorial  by  apprentice- 
ship and  personal  instruction,  but  much  more  the 
teaching  of  the  fundamental  sciences  and  their  applica- 
tion to  these  arts  and  trades  for  their  betterment.  It 
was  thought  that  the  Morrill  Act  was  intended  to  pro- 
duce not  artisans  but  engineers ;  not  tradesmen  and  me- 
chanics but  the  leaders  and  directors  of  the  trades. 

In  engineering,  then,  was  something  tangible  for  the 
new  schools  to  lay  hold  of;  something  not  unknown  and 
foreign  to  education,  as  trade  schools  would  have  been 
at  that  time;  something  already  being  taught  on  a  pro- 
fessional basis,  compatible  with  the  old  time  ideas  of 
the  dignity  of  a  college,  by  schools  such  as  Rensselaer 
Polytechnic  at  Troy,  Stevens  Institute  at  Hoboken,  the 
School  of  Mines  at  Columbia,  and  others  at  home  and 
abroad.  Hence,  the  new  land  grant  colleges  nearly  uni- 
versally went  into  engineering  as  satisfying  the  "me- 
chanic arts"  requirement  of  the  law. 

But  in  agriculture  there  was  a  puzzle  to  be  solved. 
There  were  practically  no  agricultural  schools  to  copy. 
There  were  few  men  deeply  trained  in  physics,  chemistry, 


278  RUTGERS  CELEBRATION 

geology,  and  biology,  who  also  knew  much  about  practical 
farming,  or  who  had  the  imagination  to  apply  to  the 
problems  of  the  farm  the  scientific  laws  which  they 
handled  easily  enough  in  the  classroom.  Hence  it  was 
only  natural,  and  in  fact  inevitable,  that  instruction  of 
college  grade  in  agriculture  should  be  slower  to  start, 
should  grow  much  more  slowly,  and  should  be  for  a  long 
time  unable  to  justify  itself  very  well  with  the  farming 
class.  Not  only  was  the  dearth  of  teachers  who  possessed 
real  scientific  training  and  ability  constantly  felt,  but 
there  was  also  the  general  lack  of  exact  knowledge  in 
the  vast  realms  of  applied  biology.  Hence,  while  a  won- 
derful work  has  been  done,  and  huge  stores  of  facts  have 
been  brought  together,  and  a  new  literature  in  agricul- 
ture, of  truly  scientific  grade,  has  come  into  existence, 
largely  as  a  fruit  of  the  Morrill  Act,  the  fact  still  remains 
that  it  is  only  comparatively  recently  that  the  agricul- 
tural work  has  begun  to  reach  its  proper  place  in  the 
scheme  of  education  as  a  whole,  or  in  the  appreciation 
of  the  general  public.  The  college  boy  of  today  no  longer 
feels  that  he  loses  caste  by  admitting  that  he  is  studying 
agriculture,  but  he  used  to  be  keenly  sensitive  about  it. 
He  ought  to  be  proud  of  it,  for  agriculture  is  based  not 
only  upon  the  inorganic  sciences,  chemistry  and  physics, 
which  the  engineer  chiefly  utilizes,  but  even  more  upon 
the  biological  sciences.  Its  field  is  broader  and  inherently 
more  difficult  than  that  of  the  engineer,  and  should  call 
for  even  higher  ability  and  longer  training  than  that  re- 
quired for  engineering.  Scientific  agriculture  is  really 
the  application  of  engineering  to  the  realm  of  the  bio- 
logical industries,  and  as  such  stands  in  point  of  diffi- 
culty and  delicacy  in  the  very  front  rank  of  educational 
fields. 

What  has  been  the  influence  of  this  sudden  expansion 
of  engineering  and  applied  science  from  its  insignificant 
place  in  the  old  time  academic  curriculum  to  its  import- 
ant and  often  dominating  place  in  the  educational  work 
of  this  last  twenty  years  ?    It  might  well  be  studied  from 


THURSDAY,  OCTOBER  TWELFTH  279 

two  aspects:  first,  its  effect  upon  the  industrial  life  of 
the  nation,  and  second,  its  effect  upon  our  educational 
ideals.  The  former  theme  has  been  developed  on  many- 
occasions  far  beyond  anything  that  I  could  add.  But  in 
this  present  educational  conference  it  seems  to  me  that 
the  latter  topic  is  the  one  which  should  be  chiefly  con- 
sidered. 

One  thing  which  it  has  done  has  been  to  bring  into 
comparison  the  definiteness  of  science  with  the  in- 
definiteness  of  the  metaphysical  and  speculative  sub- 
jects in  which  academic  education  used  to  delight. 
Engineers  are  often  dubbed  as  ** grubbers,"  who  toil 
without  ceasing  in  the  realm  of  the  actual  and  sor- 
did, in  sharp  distinction  from  the  scholarly  butterflies 
who  go  in  and  about  through  the  mazes  of  the  aca- 
demic curriculum,  cultivating  their  imagination,  their 
artistic  taste,  their  esthetic  appreciation  of  the  fine  in 
literature,  the  drama,  music,  and  their  power  of  expres- 
sion. But  is  this  just?  As  I  see  it,  the  engineer  must 
be  a  man  of  imagination  as  much  as  the  author,  the 
dramatist,  the  artist,  the  journalist,  or  the  statesman. 
There  is  this  difference  in  his  imaginings:  they  must 
invariably  be  based  upon  physical  actualities  and  must 
be  developed  from  step  to  step  by  known  laws.  His 
imaginings  deal  with  measurable,  ponderable,  and  finite 
bodies.  In  so  far  as  they  depend  upon  intangible  things, 
to  that  extent  must  he  distrust  them  and  increase  his 
''factor  of  safety." 

To  my  mind  the  engineer,  planning  a  bridge  to  soar 
from  bank  to  bank  of  a  stream,  or  a  machine  to  produce 
automatically  a  glass  bottle  or  a  watch  screw,  or  a  gun 
which  shall  shoot  over  a  calculated  trajectory  and  land 
its  missile  in  a  predetermined  spot,  is  using  imagination 
of  the  highest  order.  He  must  conceive  before  he  can 
execute.  But  to  conceive  in  terms  of  physical  matter  and 
be  bound  by  the  laws  of  physical  force  at  every  step  in 
the  realization  of  his  conception  is,  to  my  notion,  a  higher 
test  of  imagination  than  that  of  the  poet  whose  product 


280  RUTGERS  CELEBRATION 

is  beyond  the  reach  of  measurements  and  whose  sole 
standard  of  right  or  wrong,  of  good  or  bad,  is  a  matter 
of  taste  and  esthetic  sensibility! 

The  value  of  applied  science  as  a  component  of  the 
educational  curriculum  lies  in  the  fact  that  it  does  bring 
in  the  attribute  of  reality,  of  responsibility  for  one's 
imaginings  in  concrete  terms.  In  the  reasonings  of  the 
metaphysician  or  philosopher,  or  even  in  the  highest 
branches  of  mathematics,  there  is  no  check  and  therefore 
no  certainty.  Acceptance  of  a  conclusion  in  these  fields 
becomes  a  matter  of  faith,  not  of  proof.  We  may  be 
unable  to  dispute  a  philosopher 's  conclusion,  but  we  may 
be  equally  unable  to  believe  that  he  is  right  about  it.  But 
to  a  much  larger  degree  the  reasoning  of  the  scientist  is 
demonstrable  as  right  or  wrong.  Hence  its  inestimable 
value  to  the  student  in  giving  him  a  solid  foothold  some- 
where, something  that  he  can  start  from  in  his  mental 
flights. 

In  this  same  connection  applied  science  has  brought 
in  or  strengthened  the  element  of  mental  honesty,  of 
sincerity  and  singleness  of  mind.  The  training  of  the 
academic  course,  especially  in  the  field  of  law  and  ethics, 
seems  to  me  to  make  for  mental  dishonesty.  It  does  so 
because  it  trains  one  to  cultivate  the  habit  of  being  able 
to  advocate  either  side  of  any  question.  The  advocate's 
task  seems  to  me,  if  not  absolutely  incompatible  with 
mental  honesty,  as  at  least  tending  to  produce  agility 
rather  than  strength,  plausibility  rather  than  conviction, 
insensibility  to  fixed  ideals  of  right  and  wrong,  and  re- 
liance on  evasion  and  subterfuge  as  a  mode  of  getting 
one's  way.  I  would  not  say  that  the  lawyer  cannot  be 
intellectually  honest,  but  merely  that  if  he  does  retain 
that  characteristic  he  deserves  more  credit  for  it  than 
the  engineer,  who  cannot  allow  himself  to  be  anything 
else.  This  attitude  of  mind  toward  his  work,  and  by 
natural  consequence  toward  the  other  questions  of  life, 
seems  to  me  to  be  immeasurably  improved  in  any  student 
if  his  course  includes  a  fair  measure  of  applied  science, 


THURSDAY,  OCTOBER  TWELFTH  281 

whether  it  be  the  fundamental  thing  in  his  course  or  not. 
And  in  the  case  of  graduates  of  courses  in  engineering 
or  any  branch  of  applied  science  I  believe  that  their  men- 
tal honesty  is  far  more  likely  to  be  robust  and  their  char- 
acter more  likely  to  be  simple  and  genuine  than  in  the 
graduates  of  courses  which  are  not  built  upon  such 
subjects. 

In  a  similar  way  it  seems  also  to  follow  that  the  intro- 
duction of  applied  science  into  the  curriculum  has  devel- 
oped distinctly  the  working  power  of  the  college  graduate. 
Why?  Because  he  must  struggle  harder  with  his  work 
every  day  in  order  to  succeed.  We  learn  to  work  by 
working.  We  gain  in  power  to  do  intensive  thinking  by 
doing  it,  day  by  day  in  increasing  amount,  till  the  mind 
works  like  a  flexible  tool,  ready  to  be  turned  to  this  or 
that  at  the  behest  of  its  owner.  I  have  watched  young 
engineers  for  many  years  as  they  struggle  through  their 
curriculum.  The  courses  in  which  they  have  trouble, 
which  they  dread,  and  which  they  have  to  "bone"  on  in 
order  to  succeed,  are  the  applied  sciences.  When  they 
fail  in  engineering,  they  all  want  to  transfer  to  arts,  or 
something  where  their  reasoning  power  and  ability  to 
sustain  their  attention  is  replaced  by  use  of  memory  or 
imagination.  So  much  do  I  believe  in  the  essential  truth 
of  this  observation  that  I  would  counsel  any  young  man 
who  wants  to  follow  law,  journalism,  commerce,  teach- 
ing, literature,  or  similar  profession  to  take  an  engineer- 
ing course,  or  a  course  in  which  applied  science  consti- 
tutes not  less  than  fifty  per  cent  of  the  hours  required, 
as  a  preliminary  to  any  special  course  in  his  chosen  field 
of  activity.  Why?  Because  success  in  any  professional 
field  depends  upon  power  of  accurate  and  sustained 
thinking.  And  applied  science  subjects  have  a  far  higher 
pedagogical  value  for  developing  this  mental  control 
than  the  descriptive  and  memory  subjects.  I  have  seen 
many  young  men  do  this  very  thing,  with  the  most  con- 
vincing success  in  their  subsequent  professional  career. 
I  have  never  known  any  professional  man  who  had  had 


282  RUTGEES  CELEBRATION 

the  training  of  an  engineer,  in  whole  or  in  part,  who  was 
not  enthusiastic  in  crediting  his  engineering  training 
as  the  most  valuable  thing  in  his  whole  educational 
process. 

While  I  credit  the  engineering  and  other  applied  sci- 
ence courses  with  having  exerted  a  powerful  and  most 
beneficial  influence  upon  the  whole  field  of  modern  higher 
education,  especially  through  the  instrumentality  of  the 
land  grant  colleges  and  state  universities,  where  these 
courses  have  been  developed  side  by  side  with  the  aca- 
demic, and  where  the  students  of  these  various  schools 
mingle  daily  in  close  association  in  a  hundred  ways,  I 
still  think  that  I  can  recognize  some  offsetting  evils  that 
it  has  helped  to  bring  into  student  bodies  of  today,  which 
were  notably  less  developed  in  those  of  fifty  years  ago. 

The  chief  evil  I  have  in  mind  is  the  narrowness  of  in- 
terest and  the  sordid  tendency  to  measure  an  education 
by  its  money  fruits  only.  There  is  no  doubt  that  many 
of  the  young  men  who  apply  in  swarms  for  admission  to 
the  engineering  schools  each  year  have  a  different  and 
a  lower  attitude  toward  education  as  a  whole  than  those 
who  enter  the  general  or  academic  courses.  They  don't 
want  education,  they  want  a  job  which  will  bring  them 
money.  If  they  could  get  the  job  without  the  education 
the  schools  would  be  deserted. 

The  arts  student  has  his  faults — plenty  of  them,  but 
he  is  not  so  painfully  material  in  his  estimate  of  the 
components  of  his  course.  It  is  not  wholly  to  his  credit, 
however,  for  it  usually  means  that  he  has  not  any  idea 
that  his  course  will  lead  directly  to  any  tangible  result, 
but  that  '* getting  an  education"  is  only  a  decent  gentle- 
manly preliminary  to  beginning  the  work  of  getting  a 
living.  The  idea  of  definite,  specific,  commercial  value  is 
usually  not  present  or  not  well  developed.  Hence,  it 
means  that  his  attitude  toward  education  as  such,  his 
receptiveness  to  what  he  hears  called  "culture,"  is  quite 
different  and  much  better  than  in  the  case  of  the  "cub" 
engineer. 


THIIESDAY,  OCTOBER  TWELFTH  283 

Engineering  professors  are  all  familiar  with  the  curi- 
ous mental  attitude  presented  by  many  of  their  students 
toward  their  work.  They  work  like  tigers  in  those 
courses  which  by  name  suggest  future  utility  or  for  which 
they  think  they  can  see  a  future  practical  outlet.  But, 
having  paid  for  a  college  course,  and  being  necessarily 
largely  dependent  upon  the  Faculty  for  the  shaping  of 
their  curriculum,  they  still  try  to  evade  most  or  all  of 
that  information  which  the  faculty  desires  to  give  for 
producing  a  rounder,  more  symmetrical  view  of  life.  In 
other  words,  the  young  engineer  is  very  often  a  purblind, 
crass  materialist,  who  has  no  ambition  to  belong  to  the 
educated  or  cultivated  class,  except  as  it  can  be  spelled 
in  higher  wages.  Naturally,  the  presence  in  a  school  of 
large  numbers  of  young  men  of  such  ideals  and  standards 
exercises  a  depressing  effect  upon  the  idealism  and  in- 
fectious enthusiasm  for  scholarship  per  se,  which  the 
colleges  of  fifty  years  ago  so  fully  typified. 

The  good  has  far  exceeded  the  bad,  however,  in  this 
juxtaposition  of  academic  training  and  applied  science 
training.  Both  have  profited  from  the  other  type.  The 
contribution  of  the  engineering  seems  to  me  of  much 
greater  importance  and  value  than  that  of  the  other,  in 
spite  of  the  strongly  utilitarian  ideals  and  narrowness 
of  view  which  often  characterizes  its  representatives. 

The  future  of  the  engineering  school  and  school  of 
applied  science  in  general  seems  to  me  to  be  far  from 
settled.  With  the  aid  of  the  land  grant  college  move- 
ment, engineering  in  half  a  century  has  jumped  from  a 
rare  and  little  developed  specialty  in  education  into  one 
of  the  big  and  influential  factors.  It  has  developed  be- 
yond the  wildest  speculations  of  its  early  promoters  and 
has  reacted  to  make  all  education  more  practical,  more 
rational,  and  more  sincere.  But  has  it  done  what  it  ought 
to  do  and  can  do  for  the  industries  of  the  country?  Was 
engineering,  as  it  has  been  developed  in  the  schools  in 
the  last  fifty  years,  what  the  Morrill  Act  contemplated 
in  the  words  ** mechanic  arts"? 


284  RUTGERS  CELEBRATION 

I  have  stated  earlier  that  engineering  was  taken  up 
by  the  schools  of  1860-70  partly  because  old  academic 
prejudices  made  the  introduction  of  work  of  trade  school 
grade  into  colleges  repugnant  to  the  educators  of  that 
day.  But  if  trade  schools  had  been  then  in  existence 
and  as  weU  developed  as  they  now  are,  would  the  Morrill 
Act  have  meant  engineering  to  most  people  when  it  said 
"mechanic  arts"?  This  question  must  remain  un- 
answered, I  suppose,  though  we  may  speculate  upon  it. 

The  real  question  is,  now  that  both  engineering  schools 
and  trade  schools  have  been  successfully  developed, 
should  the  "mechanical  arts"  clause  still  be  interpreted 
as  practically  synonymous  with  engineering?  Will  the 
land  grant  schools  do  their  full  duty  if  they  do  not  more 
fully  enter  the  trade  school  field  and  help  to  train  the 
masses  of  the  industrial  forces,  instead  of  sticking  to  the 
job  of  training  the  leaders  only? 

Exactly  the  same  question  confronts  those  who  handle 
the  agriculture  clause  of  the  act.  Do  the  provisions  of 
the  Morrill  Act  mean  teaching  agriculture  so  as  to  turn 
out  a  few  men  of  very  thorough  training,  who  will  be 
leaders  of  professional  grade  and  whose  services  will  be 
far  too  valuable  to  permit  their  going  back  to  actual  farm 
work,  or  does  it  mean  teaching  large  numbers  of  the  rank 
and  file,  who  must  still  continue  to  farm  their  land  at  the 
end  of  such  educational  preparation  as  they  can  afford 
to  make?  This  problem  is  a  live  one — acute,  in  fact.  In 
some  of  the  states  a  distinct  effort  is  being  made  to  stress 
the  latter  kind  of  agricultural  training.  In  all  land  grant 
schools  opportunities  are  given  to  those  who  wish  to  go 
into  the  professional  phases  of  agriculture,  but  it  has  not 
thus  far  been  so  easy  to  find  proper  training  for  the 
farmer  who  merely  wants  to  improve  his  farming. 

In  the  mechanic  arts  side  of  the  work  the  situation 
is  less  clear.  Personally,  I  do  not  believe  that  it  will  be 
found  expedient  or  advantageous  to  convert  the  land 
grant  engineering  schools  into  real  trade  schools — ^by 
which  I  mean  schools  which  stress  the  mechanical  skill 


THUESDAY,  OCTOBEE  TWELFTH  285 

and  workmanship  of  the  industrial  arts,  with  little  or  no 
effort  to  impart  the  theory.  Such  schools  may  be  useful, 
in  fact  they  may  become  absolutely  essential,  under  the 
changed  conditions  in  the  apprentice  system,  the  in- 
creased dependence  on  machinery,  and  the  repressive 
effect  of  trades  unionism  on  apprenticeship.  But  why 
couple  such  schools  with  the  land  grant  colleges!  Should 
they  not  correlate  and  join  the  grammar  schools  and  the 
high  schools,  instead  of  the  university!  I  think  they 
should. 

But  on  the  other  hand  every  engineering  faculty  rec- 
ognizes that  of  the  throngs  who  enter  a  considerable 
proportion  have  no  natural  fitness  for  engineering  or 
even  mechanical  work  of  the  working  man's  grade,  and 
would  be  much  more  useful  to  society  in  other  work. 
They  also  know  that  of  the  remainder  much  the  larger 
part  are  plodders,  who,  while  they  can  grasp  engineering 
conceptions,  do  so  slowly  and  without  brilliancy  and  who 
will  never  rise  beyond  secondary  positions  in  engineer- 
ing. They  will  make  good  lieutenants  and  poor  captains. 
The  proportion  of  men  who  can  make  engineers  in  the 
full  sense  that  the  word  should  imply  is  relatively  small 
— perhaps  not  over  20  per  cent  of  those  who  enter  and 
pursue  the  training. 

Should  cognizance  be  taken  of  this  situation!  I  am 
persuaded  that  it  is  a  general  one  and  by  no  means  con- 
fined to  the  school  where  my  own  observations  have  been 
made.  Ought  not  the  training  of  the  mechanic  arts 
clause  of  the  Morrill  Act  provide  for  both  classes  of 
men — the  small  leader,  or  foreman,  who  while  he  lacks 
the  brilliance  and  initiative  to  make  good  in  a  high  place, 
is  far  above  the  workman  grade,  and  the  real  leader, 
who  can  fill  the  biggest  place  he  can  get!  It  seems  to 
me  that  it  should.  Four  years  is  too  long  a  time  to  spend 
in  training  an  understrapper.  Some  of  the  things  ex- 
acted are  too  remote  from  his  probable  future  work  to 
justify  the  time  and  effort.  Would  it  not  be  better  to 
give  a  three  year  course  for  such  men,  with  somewhat 
lower  entrance  requirements  and  earlier  admission,  so 


286  RUTGERS  CELEBRATION 

that  they  could  finish  normally  at  twenty  or  twenty-one? 
In  such  courses,  replace  the  most  advanced  theoretical 
work  with  more  drill  in  the  use  of  fundamentals,  and 
especially  improve  the  laboratory  side  of  physics  and 
mechanics  till  every  student  knew  his  ground  by  seeing 
the  formulas  developed  from  weights  and  measures 
which  he  himself  handled  and  recorded. 

On  the  other  hand,  for  the  real  leaders,  would  one 
more  year  be  too  much  to  insist  on?  We  have  increasing 
evidence,  year  by  year,  that  four  years  is  not  enough 
to  give  an  engineering  student  anything  but  an  intro- 
duction to  his  field.  We  let  him  go  with  a  degree  while 
still  innocent  of  many  subjects  upon  which  his  success 
as  an  engineer  and  his  place  as  a  citizen  in  the  community 
will  directly  depend.  Ought  we  not  frankly  to  split  our 
product  into  two  grades  and  make  each  group  better 
fitted  for  the  work  that  will  be  theirs? 

I  recognize  that  this  proposal  will  bring  its  problems, 
and  that  among  these  the  difficulty  of  dividing  the  sheep 
from  the  goats  is  among  the  first  and  most  difficult.  Who 
is  to  say  whether  the  youngster  belongs  in  the  lieutenant 
class  for  three  years  or  the  captain  class  for  five  years? 
The  boys  themselves  certainly  could  not  judge,  nor  could 
their  parents.  Nor  could  the  faculty,  until  one  or  two 
years  had  passed  and  the  boy 's  performance  of  engineer- 
ing work  in  the  course  had  shown  his  mettle.  I  think  it 
would  be  possible  to  arrange  for  a  common  first  year, 
applying  to  both  three  and  five  year  courses,  which 
should  develop  the  mental  traits  of  the  students  enough 
to  judge.  And,  if  mistakes  were  made,  five  year  men 
could  always  drop  back  into  the  three  year  grade,  and 
the  three  year  men  could  continue  and  in  time  complete 
the  five  year  course.  One  of  the  blessings  such  a  plan 
would  bring  would  be  the  right  of  the  professors  to  grade 
more  sharply  than  they  now  do  and  in  this  way  to  raise 
the  standards  for  the  five  year  men,  so  that  only  really 
first  class  material  could  take  the  course.  Professors 
would  cull  students  with  much  more  freedom  if  there  was 
an  appropriate  place  for  the  discards  to  fall.    Now,  the 


THURSDAY,  OCTOBER  TWELFTH  287 

discard  may  be  too  good  to  throw  out  of  the  course  and 
yet  too  poor  to  carry  a  degree. 

In  conclusion  I  want  to  sum  up  my  thought  in  the 
following  propositions : 

First. — The  mechanic  arts  provision  of  the  Morrill 
Act  has  exercised  a  profound  and  far  reaching  influence 
in  the  whole  educational  fabric  of  this  country.  Grafted 
upon  the  academic  system  at  the  time  of  the  greatest 
productiveness  of  the  latter,  it  brought  in  the  very  in- 
fluences and  factors  most  lacking.  It  made  education 
more  concrete  and  less  visionary.  It  made  it  more  sound 
in  its  fundamentals  because  its  processes  were  quantita- 
tive. It  made  it  less  descriptive  and  more  analytical. 
It  developed  grasp  and  power  of  sustained  mental  work 
by  requiring  it  in  its  courses.  It  promoted  mental  hon- 
esty and  sincerity,  because  the  scientist  can  have  no 
other  foundation. 

Second. — The  mechanic  arts  provision  has  wrought 
an  industrial  transformation  of  the  whole  country.  Com- 
ing at  a  time  when  technological  schools  were  few  and 
when  competent  or  trained  engineers  were  rare,  it  has 
multiplied  the  facilities  of  the  country  in  this  respect 
a  thousand  fold.  Its  graduates  by  thousands  have  flowed 
in  an  ever  increasing  stream  into  the  industrial  and 
manufacturing  life  of  the  nation,  and  have  more  than 
any  other  factor  made  possible  the  splendid  advance 
which  has  been  achieved  in  the  last  half  century.  They 
have  done  away  with  secrecy  and  rule  of  thumb.  Scarcely 
an  industrial  plant  can  be  found  that  has  not  one  trained 
man  in  its  corporation.  Many  plants  have  hundreds  of 
trained  men  in  their  engineering,  experimental,  and  sales 
departments. 

Third. — It  has  assisted  and  greatly  hastened  the  growth 
of  the  agricultural  division  of  college  education,  because 
at  the  beginning  it  was  much  further  advanced  than  the 
science  of  agriculture  and  because  it  has  enforced  the 
quantitative  element  in  agricultural  studies.  In  dealing 
with  organic  nature  the  difficulty  of  reaching  exact  ex- 
perimental proof  is  very  great,  and  the  relations  of  cause 


288  EUTGERS  CELEBRATION 

and  effect  are  obscured  by  the  number  of  variable  fac- 
tors. The  training  of  the  engineer  side  by  side  with  the 
agriculturist,  often  in  the  same  classes,  has  inevitably 
contributed  to  the  accumulation  of  exact  knowledge  in 
agriculture,  and  a  correct  attitude  of  mind  toward  ex- 
perimental research. 

Fourth. — In  future  its  importance  can  never  become 
less,  but  by  judicious  subdivision  and  stratification  of 
the  mechanic  arts  training,  still  further  efficiency  may 
be  attained  and  still  greater  value  to  the  public  who  have 
made  it  possible. 

No  more  momentous  words  have  been  written  in  the 
history  of  American  education — aye,  world  education — 
than  those  by  which  Justin  Morrill  defined  the  sphere  of 
activity  of  the  great  national  system  which  bears  his 
name: — **to  teach  such  branches  of  learning  as  are  re- 
lated to  agriculture  and  mechanic  arts,  ...  in  order  to 
promote  the  liberal  and  practical  education  of  the  in- 
dustrial classes  in  the  several  pursuits  and  professions 
of  life.'' 

Professor  Scott:  Dr.  Arthur  D.  Dean,  Director  of 
Agricultural  and  Industrial  Education  of  the  University 
of  the  State  of  New  York,  will  address  us  on  the  subject 
of  *  *  The  Factors  Entering  into  a  State  Program  of  Voca- 
tional Instruction." 

Ladies  and  gentlemen.  Dr.  Dean. 

ADDEESS 
Arthur  Davis  Dean,  D.Sc. 

Director  of  Agriculture  and  Industrial  Education 
University  of  the  State  of  New  York 

FACTORS  ENTERING  INTO  A  STATE  PROGRAM 
OF  VOCATIONAL  EDUCATION 

I  confess  at  the  beginning  that  I  have  constructed  for 
my  purpose  today  a  caterpillar  tractor  mind.  I  am  to 
impose  upon  you  an  intellectual  tank — something  of  the 


THURSDAY,  OCTOBER  TWELFTH  289 

order  of  that  about  which  we  have  been  reading  recently. 
The  tank  now  used  by  the  English  in  the  great  war  is 
said  to  be  nothing  more  nor  less  than  an  American  tractor 
of  the  caterpillar  type  armored  into  a  formidable  ground 
battleship  which  crawls  irresistibly  over  trenches,  mows 
down  barb  wire  fences,  crushes  trees,  and  forges  relent- 
lessly into  the  enemies'  line  of  defense.  The  secret  of 
its  success  is  that  it  conveys  its  own  ground  and  runs 
on  a  track  which  it  carries  with  it.  I  fear  that  I  must 
carry  my  own  ground  and  lay  my  own  track  over  the 
breach  between  liberal  and  vocational  education.  I  must 
destroy  the  barrier  of  academic  prejudice  and  mow  down 
the  forests  of  undergrowth  of  traditional  notions,  of  edu- 
cational notions,  of  educational  theory  and  practice.  If 
I  am  ruthless  you  may  protest  to  the  international  educa- 
tional law. 

My  first  factor  in  a  state  program  of  vocational  edu- 
cation is  an  interpretation  of  the  movement  itself ;  for  if 
it  is  to  have  permanency  and  worth,  it  must  have  some 
basis  upon  which  to  rest.  If  we  are  to  take  the  state- 
ments of  the  average  man  on  the  pedagogical  highway, 
we  learn  that  vocational  instruction  seems  to  rest  on  in- 
terpretation of  such  statements  as:  **We  need  vocational 
education  to  hold  pupils  in  school."  ''It  is  clearly  evi- 
dent that  some — perhaps  the  majority — of  our  children 
must  learn  through  their  hands. "  *  *  We  have  tried  every- 
thing on  the  boy  and  we  can  not  make  him  learn,  so  as 
a  last  resort,  we  are  to  give  him  industrial  education." 
**We  must  keep  our  boys  on  the  farm."  "Employers 
stand  in  need  of  skilled  labor."  ''If  we  are  to  compete 
with  Germany  we  must  have  trained  workers."  "The 
girl's  real  vocation  is  that  of  homemaker."  "Most  people 
must  work  with  their  hands."  "At  present  the  only 
way  to  learn  a  trade  is  to  commit  a  crime."  "There  is 
no  use  in  attempting  to  give  cultural  education  to  every- 
body." "We  must  counteract  the  tendency  for  the  selec- 
tion of  clean  handed  jobs." 

Somehow  I  feel  quite  confident  that  nearly  all  if  not 


290  RUTGERS  CELEBRATION 

all  of  these  so-called  argmnents  for  vocational  education 
are  unworthy  of  utterance  by  those  who  are  in  educa- 
tional service.  It  would  seem  that  we  must  discover 
some  more  significant  reason  for  such  instruction  if  it 
is  to  be  a  factor  in  the  educative  process  of  the  individual 
or  a  part  of  the  state  educational  program. 

UNWORTHY  ARGUMENTS 

There  may  be  those  who  expect  more  specific  refuta- 
tions of  these  statements  than  I  have  given.  I  gladly 
accept  their  challenge.  It  is  not  the  business  of  voca- 
tional education  alone  to  hold  children  in  school.  Voca- 
tional instruction  can  only  be  a  part  of  the  educational 
program,  and  the  whole  program  should  be  taken  to 
accomplish  the  aforementioned  purpose.  It  is  not  clearly 
evident  that  children  learn  through  their  hands.  There 
is  no  psychological  basis  for  such  a  statement.  All  chil- 
dren receive  impressions  through  their  senses,  and  no 
one  group  of  children  should  be  selected  to  receive  a 
vital  part  of  a  method  of  training  the  mind,  when  such 
method,  taken  in  its  fullness  and  following  a  program  of 
training  advocated  by  the  present  day  leaders  in  educa- 
tional thought,  is  best  for  all  groups.  Yes,  everything 
has  been  tried  on  the  boy  and  girl — assuming  they  are 
not  morons — except  the  elimination  of  the  traditional 
course  of  study  presented  in  the  traditional  fashion.  And 
as  for  keeping  boys  on  the  farm,  there  is  no  more  reason 
for  keeping  them  there  than  in  Trenton,  Elizabeth,  or 
Newark.  Every  one  should  find  that  place  of  habitation 
where  he  may  best  express  his  life.  We  may  well  bring 
a  productive  farm  and  a  productive  boy  together.  Em- 
ployers stand  no  more  in  need  of  skilled  labor  than 
workers  stand  in  need  of  intelligent  employers.  The 
latter  have  turned  the  handicrafts  of  old  into  processes 
requiring  little  skill,  and  the  human  reaction  is  conse- 
quent to  the  industrial  method.  Competition  with  Ger- 
many means  more  than  trained  workers.  It  means  social 
and  industrial  legislation,  trained  city  officials,  elimina- 


THURSDAY,  OCTOBER  TWELFTH  291 

tion  of  civic  waste,  state  regulation  of  industry  and  a 
conception  that  the  individual  is  to  serve  the  state  and 
that  the  state  exists  to  serve  the  individual,  and  a  hun- 
dred other  factors  more  or  less  open  to  debate — deeper 
problems  than  training  skilled  workers  alone.  The  girl's 
real  vocation  is  not  necessarily  that  of  homemaker; 
rather  she  is  to  be  trained  to  be  a  part  of  the  workaday 
world,  be  it  what  it  may.  She  should  leave  school  with 
the  elements  of  that  training  which  will  make  her  a 
woman  of  the  world — master  of  herself  and  her  environ- 
ment, a  worker  in  a  gainful  occupation — gainful  in  its 
largest  sense,  whether  it  be  in  a  store,  school,  oflSce,  pro- 
fession, factory,  or  home.  The  last  place  to  learn  a  trade 
is  in  prison. 

Practically  no  state  prison  or  reformatory  has  evolved 
an  adequate  system  of  vocational  training.  The  ma- 
jority of  trades  taught  are  either  unskilled  in  their 
nature  or  deal  with  lines  of  employment  not  open  to  men 
after  leaving  correctional  institutions.  For  example, 
broom  and  brush  making,  knit  goods,  binder  rope,  labor 
on  roads,  etc.  Or  else  these  inmates  have  learned  in  a 
prison  to  work  under  manufacturing  conditions  obsolete 
in  the  outside  world.  I  question  whether  there  is  any 
justification  in  training  youth  for  local  industries  unless 
such  offer  full  opportunity  for  the  pursuit  of  happiness, 
of  personal  and  social  profit,  and  open  into  employment 
in  other  places,  other  lines,  and  further  opportunities. 
The  only  way  to  make  desirable  the  so-called  dirty  handed 
jobs  is  to  redirect  public  opinion  in  its  attitude  toward 
work. 

My  last  statement  is  to  me  perhaps  the  most  funda- 
mental; that  is,  the  redirecting  of  public  opinion  in  its 
attitude  toward  work,  and  my  first  factor  in  considering 
a  state  program  of  vocational  education  is  to  have  such 
a  program  set  itself  and  the  whole  program  of  education 
right  with  reference  to  work.  Unless  we  do  this  we  shall 
find  that  vocational  education  will  enjoy  the  companion- 
ship of  that  education  provided  for  imbeciles,  criminals, 


292  EUTGERS  CELEBRATION 

delinquents,  morons,  dependent  races,  or  will  form  a  part 
of  a  German  imported  class  education,  or  will  pass  out 
because  it  can  not  find  justification  for  its  existence  in 
American  education. 

Deliberately  I  have  placed  myself  in  an  unenviable 
position.  My  associates  in  vocational  education  will 
speculate  on  what  is  to  come ;  others  will  wonder  on  what 
ground  vocational  education  can  be  advocated  in  view 
of  what  I  have  said  with  reference  to  grounds  on  which 
it  can  not  be  promoted;  and  the  friends  of  traditional 
education  will  enjoy  my  attempts  to  construct  an  educa- 
tional program  out  of  the  pieces  of  wreckage  which  I 
have  so  deliberately  and  so  willingly  seemed  to  make. 

EDUCATIONAL  DUALISM 

Educational  dualism  is  the  division  of  educational 
thought  into  a  consideration  of  studies  which  are  intel- 
lectual, on  one  hand,  and  those  which  are  practical,  on 
the  other — an  implied  opposition  of  learning  for  liveli- 
hood as  against  learning  for  leisure — a  diiferentiation 
of  training  for  intelligence  and  training  for  execution — 
a  feeling  that  knowledge  is  derived  from  a  higher  source 
than  practical  activity  and  possesses  a  higher  and  more 
spiritual  worth.  Educational  dualism  seems  to  be  in  a 
firmly  entrenched  position.  Those  who  hold  it  have  con- 
tempt for  physical  as  compared  with  mathematical  and 
logical  sciences,  for  the  senses  and  sense  observations; 
they  hold  the  feeling  that  knowledge  is  high  and  worthy 
in  the  degree  that  it  deals  with  ideal  symbols  instead  of 
with  the  concrete.  They  scorn  particulars  except  as  they 
are  deductively  brought  under  a  universal.  They  depre- 
cate the  arts  and  crafts  as  intellectual  instrumentalities. 
This  viewpoint  is  taken  from  the  consciously  formulated 
Greek  philosophy  that  the  truly  human  life  was  lived 
only  by  a  few  who  subsisted  upon  the  results  of  the  labor 
of  others — a  permanent  division  of  human  beings  into 
those  capable  of  a  life  of  reason,  and  hence  having  their 
own  ends,  and  those  capable  of  desire  and  work,  and 


THURSDAY,  OCTOBER  TWELFTH  293 

needing  to  have  their  ends  provided  by  others.  This  idea 
resulted  in  a  division  between  the  liberal,  having  to  do 
with  the  self-sufficing  life  of  leisure  for  the  few  devoted 
to  knowing  for  its  own  sake,  and  the  useful  practical 
training  for  mechanical  operations  devoid  of  intellectual 
and  esthetic  content  for  the  many. 

This  present  dualism  of  culture  and  vocation,  of  lib- 
eral training  and  of  special  training,  of  labor  and  of 
leisure,  is  distinctly  Grecian  and  rests  upon  the  basis  of 
a  division  of  classes  into  those  who  have  to  labor  for 
a  living  and  those  who  are  relieved  from  the  necessity. 
Of  course  the  leaders  of  this  dualism  do  not  set  forth 
this  program  so  frankly.  They  put  it  more  mildly,  but  the 
result  will  be  the  same.  They  say  that  some  persons  are 
trained  by  suitable  practical  exercises  for  capacity  in 
doing  things,  for  ability  to  use  the  mechanical  tools  in- 
volved in  turning  out  physical  commodities  and  render- 
ing personal  service.  They  say  that  such  training  is  to 
consist  of  habituation  and  technical  skill  that  is  to  operate 
through  repetition  and  assiduity  in  application.  They 
state  that  liberal  education  aims  to  train  intelligence  for 
its  function  of  knowing  and  at  least  imply  that  the  less 
that  this  knowledge  has  to  do  with  practical  affairs,  with 
making  or  producing,  the  more  adequately  it  engages 
intelligence. 

DnffiCTOBY  DEMOCRACY 

For  a  moment  let  us  turn  from  the  literature  of  Aris- 
totle to  that  popular,  non-discriminating  publication,  the 
city  directory— a  democratic  ''Who's  Who."  Under  the 
name  "Davis"  I  find: 

Benjamin  C,  Attorney 

Michael  J.,  Laborer 

Peter  R.,  Waiter 

Sidney  J.,  Chauffeur 

Walter  M.,  Physician 

William  B.,  Bricklayer 

William  V.,  Bookkeeper 


294  RUTGERS  CELEBRATION 

A  great  deal  is  involved  in  these  brief  descriptions. 
Society  evidently  classifies  a  person  by  his  occupation, 
and  names  his  vocation  from  one  of  the  callings  which 
distinguishes  him  from  those  which  he  has  in  common 
with  others.  Michael  J.  is  a  laborer  while  Walter  M.  is 
named  as  a  physician.  Nothing  is  said  about  either  of 
them  as  gentlemen,  as  citizens,  as  members  of  a  family, 
as  contributors  to  social  welfare,  as  to  their  friends,  in- 
terests, expressions  of  recreation,  and  so  on.  It  ought 
to  be  clear  to  us  that  the  directory  designation  of  "Walter 
as  a  physician  is  but  the  emphatically  specialized  phase 
of  what  ought  to  be  a  diverse  variegated  life.  His  effi- 
ciency in  his  vocational  activity  taken  in  the  larger  sense 
is  determined  by  his  associations  with  other  callings. 
A  physician  must  have  world  experience.  He  must  truly 
live  if  his  ministry  to  the  sick  is  to  be  more  than  a  tech- 
nical accomplishment.  He  can  not  find  the  subject  matter 
of  his  ministry  within  his  profession  alone.  This  must 
be  an  expression  of  what  he  enjoys  and  suffers  in  other 
relationships,  and  which  depends,  in  turn,  upon  the  alert- 
ness and  sympathy  of  his  interests. 

I  grant  it  is  more  difficult  to  discuss  in  the  same  lan- 
guage the  meaning  of  a  vocation  as  applied  to  Michael 
J.  Davis,  the  laborer,  but  I  can  hope  that  Michael  is  a 
free  laborer.  I  know  that  he  owns  no  tools  of  production, 
that  he  owes  industrial  allegiance  to  the  lord  of  the  in- 
dustrial manor,  that  he  is  hedged  in  by  automatic  ma- 
chinery, time  cards,  and  business  systems,  that  he  works 
in  the  ''basement  of  society,"  as  Gerald  Stanley  Lee 
puts  it.  But  I  hope  when  the  day's  work  is  done  that 
Michael  takes  the  elevator  and  shoots  past  the  floor 
marked  ''Saloon"  or  "Street  Corner,"  and  that  he  stops 
at  a  floor  labeled  "Municipal  Art  Gallery"  or  "Aquar- 
ium" or  "Band  Concert"  or  at  least  at  a  floor  labeled 
"Moving  Pictures."  I  can  hardly  expect  him  to  enter 
the  floor  designated  as  "Browning  Club"  or  "Maeter- 
linck" and  "Ibsen  Headquarters"  although,  as  Shaw 
would  say,  "You  never  can  tell." 


THUESDAY,  OCTOBER  TWELFTH  295 

Now  this  directory  designation  taken  in  its  full  inter- 
pretation could  tell  quite  a  story.  Why  is  Michael  a 
laborer,  Walter  a  physician,  and  William  a  bookkeeper? 
Has  each  fulfilled  Plato  *s  conception  when  he  laid  down 
the  fundamental  principle  of  the  philosophy  of  education, 
that  it  is  the  business  of  science  to  discover  what  each 
person  is  good  for  and  train  him  for  the  mastery  of  that 
mode  of  excellence  because  such  development  would  also 
secure  the  fulfillment  of  social  needs  in  the  most  har- 
monious way?  One  wonders  whether  the  school  facilities 
represented  by  the  training  and  occupations  of  these 
men  were  of  the  nature  to  secure  such  multitude  and 
efficiency  as  would  in  fact,  and  not  simply  in  name,  dis- 
count the  facts  of  economic  inequalities  and  secure  to 
them  equality  of  equipment  for  their  future  careers. 
One  wonders  whether  if  the  educational  program  in 
which  they  participated  had  called  for  such  modifications 
of  traditional  ideals  of  culture,  traditional  subjects  of 
study,  and  traditional  methods  of  teaching  as  would  have 
retained  all  of  them  under  educational  influences  until 
they  were  equipped  and  masters  of  their  own  economic 
and  social  careers — whether,  I  say,  such  changes  would 
have  affected  the  directory  designations  of  these  two 
men. 

Now  for  a  moment  change  the  direction  of  our  thought 
and  turn  to  your  state  definition  of  vocational  education 
as  promulgated  from  Trenton.  (In  passing  I  may  say 
that  it  is  not  unlike  those  of  other  states.)  I  find  the 
following:  ** Vocational  education  shall  mean  any  edu- 
cation the  controlling  purpose  of  which  is  to  fit  for  profit- 
able employment."  In  seeking  enlightenment  from  the 
dictionary  I  obtain  two  meanings :  first,  vocational  educa- 
tion shall  mean  any  education  the  governing  purpose  of 
which  is  to  be  shaped  towards  lucrative  vocations,  or, 
second,  vocational  education  shall  mean  any  education 
the  governing  influence  of  which,  in  the  object  to  be 
reached,  is  adjusted  to  the  benefit  of  that  which  occupies 
one's  time  and  attention.    And  on  these  two  interpreta- 


296  EUTGEES  CELEBEATION 

tions  of  the  definition  of  vocational  education  rest  two 
distinct  points  of  view.  I  believe  in  both,  but  each  has 
its  place.  The  first  I  shall  designate  as  the  directory 
type  of  vocational  education,  that  is,  it  is  any  education 
which  fits  William  B.  Davis,  bricklayer,  for  a  lucrative 
vocation.  The  second  I  shall  designate  as  **  personal  and 
social"  and  applied  to  that  education  which  is  adjusted 
to  the  benefit  of  that  which  occupies  one's  time  and  at- 
tention: For  example  William  B.  Davis,  man,  citizen, 
husband,  father,  K.  of  P.,  and  bricklayer. 

From  Sidney  Davis,  the  chauffeur,  to  Benjamin  C. 
Davis,  the  attorney,  it  is  evident  that  each  of  these  di- 
rectory designated  persons  should  have  special  training 
for  the  work  named  in  the  directory.  And  the  purpose 
of  real  vocational  training,  as  the  experts  call  it,  is  to 
fit  people  for  directory  designated  employments,  and 
those  who  decry  such  a  training  as  a  part  of  the  educa- 
tional system  have,  it  would  seem,  absolutely  no  concep- 
tion of  the  educational  requirements  of  a  democracy. 
On  the  other  hand,  those  who  advocate  such  training  on 
the  meager  bases  pointed  out  earlier  have  little  concep- 
tion of  the  weakness  of  their  educational  philosophy  and 
the  destructiveness  of  their  program  if  it  were  to  be 
adopted.  Such  must  free  themselves  from  the  notion 
that  the  many  are  to  be  trained  for  pursuits  involving 
mere  skill  in  production  and  the  few  for  a  knowledge 
which  is  an  ornament  to  the  cultural  embellishment. 

BOTH  TYPES  NECESSARY 

Sometimes  they  think  that  they  have  adjusted  this 
dualism  in  education  when  they  make  certain  concessions 
of  special  schools  and  courses  with  a  division  into  those 
subjects  which  are  cultural  and  those  which  are  utili- 
tarian. The  grave  error  is  that  such  adjustment  now 
exists  merely  as  an  inorganic  composite  where  the  cul- 
tural subjects  are  not  by  dominant  purposes  socially 
serviceable,  and  the  utilitarian  are  not  liberating  the 
imagination  or  developing  thinking  power.    Only  super- 


THURSDAY,  OCTOBER  TWELFTH  297 

stition  makes  us  believe  that  the  two  are  necessarily 
hostile  and  that  a  subject  is  illiberal  if  it  is  useful  and 
cultural  because  it  is  useless.  As  a  matter  of  fact  any 
subject  is  cultural  in  the  degree  to  which  it  is  appre- 
hended in  its  widest  possible  range  of  meanings.  We 
want  our  Sidney  Davis,  chauifeur,  to  quote  Aristotle, 
** Fitted  for  the  exercise  and  practice  of  excellence."  We 
do  not  want  to  deprive  his  intellect  of  leisure  and  of 
dignity  and  we  do  not  anticipate  that  preparation  for 
his  work  is  to  be  a  part  of  an  educational  program  which 
will  assume  inferiority  and  subordination  of  mere  skill 
in  the  performance  and  mere  accumulation  of  external 
products,  to  understanding  sjnipathy  of  appreciation 
and  the  free  play  of  ideas.  And  how  can  we  hope  that 
so-called  liberal  subjects  will  truly  liberate  the  intellect 
of  free  men  unless  they  liberate  themselves  from  a  false 
hypothesis  derived  from  an  ancient  civilization.  I 
prophesy  the  German  type  of  class  education  in  America 
unless  our  educational  thought  changes — not  so  much 
because  vocational  education  practice  is  too  narrow  in 
its  conception  and  its  methods,  but  rather  because  liberal 
education  has  taken  too  much  of  the  flavor  of  the  ideals 
of  the  Greeks.  As  I  see  it,  those  in  charge  of  the  voca- 
tional program  are  endeavoring  to  liberalize  their  sched- 
ules more  than  those  who  discuss  liberal  education  as 
though  it  were  something  isolated  from  service  and 
closely  related  to  leisure.  I  would  carve  over  the  gate 
to  this  College  of  one  hundred  and  fifty  years,  quoting 
from  John  Dewey:  ** Leisure  is  a  reward  of  accepting 
responsibility  for  service  rather  than  a  state  of  exemp- 
tion from  it." 

I  am  expected  to  set  up  a  program.  I  shall  make  three 
main  divisions  of  it :  first,  the  part  concerning  the  edu- 
cative process  before  entering  upon  the  directory  desig- 
nated vocation.  Second,  that  concerning  the  personal 
and  working  life  when  one's  name  is  registered  in  this 
popular  '  *  Who 's  Who. ' '  Third,  that  concerning  the  pro- 
gram of  the  state  in  relation  to  the  job  itself.    The  first 


298  BUTGERS  CELEBRATION 

will  be  designated  hereafter  as  **way  in  education"  and 
concerns  those  factors  which  enter  into  preparation  for 
the  job.  The  second  will  be  designated  as  ''way  out  edu- 
cation '  *  and  will  consist  of  those  factors  which  will  enter 
into  the  training  which  the  man  should  have  to  live  in 
the  job  while  he  is  at  it.  The  third  concerns  the  modifica- 
tion by  legislation  of  the  job  itself. 

Now  there  are  six  factors  which  enter  into  the  prepara- 
tion for  the  job :  (1)  Health.  (2)  Character.  (3)  Citizen- 
ship. (4)  Intellectual  capacity.  (5)  Selection  of  a  voca- 
tion by  acquired  experience  (commonly  called  vocational 
direction).  (6)  Fitness  to  enter  upon  the  chosen  voca- 
tional road  with  some  knowledge  of  its  direction  and 
some  ability  to  walk  thereon. 

The  program  for  health  education  is  fully  as  important 
for  the  masses  of  workers  in  industry  as  training  for 
skill.  Our  conception  of  its  methods  has  broadened  from 
that  of  a  few  exercises  in  leg  and  arm  movements,  bone- 
naming  physiology,  and  window  opening  between  recita- 
tions, to  the  broad  conception  of  physical  training,  med- 
ical inspection,  ventilated  schoolhouses,  supervised  play, 
and  so  on. 

Character  and  citizenship  training  have  yet  to  broaden. 
Both  are  still  in  the  precept  stage.  Good  pedagogy  tells 
us  that  training  comes  through  acquired  experience. 
Perhaps  the  best  if  not  even  the  only  character  and  citi- 
zenship training  is  given  today  in  institutions  where  de- 
pendent children  acquire  through  experience,  training  in 
character  and  citizenship  and  form  character  habits  of 
thought  and  action  in  both  personal  and  civic  matters 
by  practicing  in  the  institution  itself  the  democratic  basis 
of  a  model  personal  and  socialized  government.  I  refer 
to  such  institutions  as  Doctor  Bernstein's  institution  at 
Pleasantville,  N.  Y.,  Doctor  Eeeder's  at  Hastings-on- 
Hudson,  to  say  nothing  about  several  in  New  Jersey. 

The  factor  of  training  for  intellectual  capacity  means 
more  than  a  few  years  of  grade  work  devoted  for  the 
most  part  to  acquiring  the  use  of  rudimentary  symbols. 


THURSDAY,  OCTOBER  TWELFTH  SM 

And  this  is  where  industrial  arts  in  the  lower  school 
might  make  a  very  important  contribution  not  only  to 
the  liberalizing  training  which  all  children  should  have, 
but  also  to  vocational  efficiency  which  is  to  express  the 
directory  notion  of  a  man's  life.  The  experimental 
school  at  the  University  of  Missouri,  Speyer's  School  at 
Columbia,  Doctor  Henderson's  and  Mrs.  Johnson's 
schools  in  the  South  are  working  on  the  basis  outlined 
by  Doctor  Dewey  so  long  ago  in  his  book  on  "School 
and  Society"  and  later  elaborated  in  more  philosophical 
form  in  his  latest  book  "Democracy  and  Education."  I 
feel  strongly  that  we  are  missing  the  full  significance  of 
the  industrial  arts. 

It  seems  somehow  that  we  ought  to  know  that  educa- 
tion is  the  sum  total  of  experience  and  that  experience 
is  the  sum  of  coordinated  cell  functioning  and  that  train- 
ing is  a  purposeful  effort  to  increase  individual  service 
through  acquiring  experience  and  forming  character 
habits,  thought,  and  action  in  using  and  correlating  in- 
formation. Nowadays,  taking  the  country  as  a  whole, 
about  all  the  elementary  school  does  is  to  give  to  the 
children  the  record  of  the  experiences  of  others — in  other 
words,  information.  Industrial  arts  when  correlated 
with  information  and  when  taught  to  form  habits  of 
thought  and  action  so  that  pupils  may  acquire  experience, 
ought  to  give  an  intellectual  capacity. 

I  have  assumed,  of  course,  that  the  teaching  of  the 
industrial  arts  of  which  I  have  been  speaking  is  some- 
thing more  than  superimposed  hand  training  upon  the 
elementary  school.  It  should  have  an  accompanying  in- 
sight into  the  social  aims  of  vocational  expressions,  for 
we  must  remember  that  in  the  degree  in  which  men  have 
an  active  concern  in  the  ends  that  control  their  activity, 
their  activity  becomes  free  or  voluntary  and  loses  its 
external  enforced  and  servile  quality,  even  though  the 
physical  aspect  of  behavior  remains  the  same.  Today 
because  of  the  present  educational  methods  the  children 
blindly  follow  school  activities  which  possess  only  the 


300  RUTGERS  CELEBRATION 

data  of  experience  and  therefore  constitute  information 
without  participating  in  the  acquiring  of  experience 
which  makes  for  intellectual  capacity. 

I  can  put  it  no  more  clearly  than  Dr.  Bonser  where  he 
states  in  part :  "Industrial  arts  in  the  elementary  schools 
should  make  appreciable  the  reasons  for  arithmetic, 
geography,  and  history.  Much  of  nature  study  and 
science  have  their  very  reason  for  existence  in  industrial 
problems  whose  solution  is  dependent  upon  them.  By 
the  study  of  clothing,  materials,  and  processes  and  of  raw 
textile  fabrics  to  finished  garments;  shelter  from  the 
forests  to  complete  dwelling  houses  and  their  furnish- 
ings ;  or  of  books  from  the  paper  mills  to  the  publisher 's 
salesmen,  and  all  of  the  various  important  fields  of  in- 
dustrial production  from  simple,  primitive  methods  to 
the  complex  manufacture  of  the  twentieth  century — by 
such  study  we  have  the  approach  to  almost  every  phase 
of  present  day  life  with  means  for  interpreting  it  in 
terms  of  civic,  social,  esthetic,  and  economic  fields.  In 
the  elementary  school  then,  our  problem  in  the  study  of 
industries  is  to  develop  intelligence,  insight,  apprecia- 
tion, and  attitudes  making  for  efficiency  as  consumers 
and  citizens,  and  to  develop  general  dexterity  and  capa- 
city for  motor  expression." 

The  next  field  of  ''way  in"  education  I  speak  of  as 
being  a  selection  of  a  vocation  by  acquiring  experiences. 
This  is  primarily  the  field  of  the  industrial  arts  in  the 
junior  high  school  where  provision  is  made  that  children 
may  have  the  opportunity  of  revealing,  discovering,  and 
developing  their  potential  capacities  as  a  basis  for  voca- 
tional selection.  Undoubtedly  the  junior  high  school 
plan  of  organization  will  do  much  to  give  value  to  the 
industrial  work  now  given  in  the  upper  grammar  grades 
— not  so  much,  perhaps,  to  the  work  as  now  given,  as  the 
work  which  ought  to  be  given.  At  the  same  time  the 
plan  will  take  care  of  present  unfortunate  situations  in 
vocational  education  whereby  young  people  about  four- 
teen years  of  age  are  selected  for  or  choose  vocational 


THUBSDAY,  OCTOBEB  TWELFTH  801 

training  without  a  preliminary  basis  of  an  acquired  ex- 
perience in  a  number  of  vocations.  Here,  as  in  the  ele- 
mentary school,  industrial  intelligence,  insight,  and  ap- 
preciation constitute  the  largest  fields  and  these  ought 
not  to  be  subordinated  to  problems  in  the  mere  manipula- 
tion of  materials  and  tools.  With  every  project  taken 
up  there  should  go  the  appropriate  drawing,  design, 
mathematics,  and  science  study  inherently  related  to  the 
problem.  Vocational  guidance  can  not  wisely  be  based 
upon  skill  in  manipulation  only.  It  requires  more  than 
even  interest  in  a  particular  vocation  and  success  while 
trying  it  out.  It  is  more  than  interest  or  capacity.  It 
is  knowledge  as  well.  The  basis  of  selection  must  include 
also  as  a  factor,  a  knowledge  of  opportunities,  conditions 
and  work,  income,  tendency  of  the  industry,  and  other 
significant  elements. 

I  believe  that  a  state  program  will  think  of  industrial, 
household,  and  commercial  arts  largely  from  the  stand- 
point of  their  general  appropriateness  for  both  the  pupils 
who  expect  to  enter  the  vocations  concerned  with  these 
activities  and  those  who  do  not.  However,  some  of  the 
pupils  will  not  continue  in  school  beyond  the  junior 
period.  For  these  the  last  year  of  the  junior  high  school 
course  should  offer  a  more  intensive  and  closely  organ- 
ized course  along  the  line  of  the  vocation  to  be  entered 
by  the  worker. 

The  last  factor  in  the  program  of  "way  in**  education 
concerns  the  preparation  of  young  people  to  enter  upon 
their  chosen  vocational  work  with  some  knowledge  of 
its  possibilities  and  some  ability  to  deal  effectively  with 
them.  It  is  the  period  of  specific  vocational  training  in 
a  selected  field  of  industry.  This  specific  vocational 
training  may  find  its  expression  in  the  senior  high 
schools,  in  special  vocational  schools,  in  cooperative 
courses.  Approximately  half  the  student  *8  time,  cer- 
tainly not  less,  will  be  devoted  to  well  organized  and 
supervised  sequence  of  vocational  work  in  a  productive 
plant,  the  rest  of  the  training  period  to  be  given  over  to 


302  EUTQEBS  CELEBRATION 

the  study  of  the  principles  of  applied  science,  mathe- 
matics, drawing  and  (or)  such  other  subjects  as  will 
insure  for  the  prospective  vocationalists  a  chance  for 
advancement  both  more  rapid  and  to  higher  grades  of 
work  in  the  vocation  than  would  be  possible  on  the  basis 
of  practical  training  alone.  The  watchwords  for  this 
type  of  vocational  education,  that  is,  vocational  of  the 
preparatory  order,  are:  specific,  productive,  and  inten- 
sive training. 

You  will  recall  I  spoke  of  "way  out"  education  and  a 
state  program  of  education  must  not  neglect  the  educa- 
tional problems  of  the  large  number  of  young  people, 
and  older  ones  too,  who  have  left  the  schools  but  whose 
education  and  training  are  wholly  inadequate  for  efficient 
service  either  in  specific  work  or  in  the  functions  of  gen- 
eral citizenship.  Provisions  must  be  made  in  part  time 
day  work  for  the  younger  of  these,  and  in  the  evening 
work  for  those  sufficiently  mature  to  profit  by  it  without 
injury  to  health.  These  courses  will  be  short  unit  courses, 
adapted  to  meet  definite  needs  of  workers.  They  will  be 
based  upon  the  needs  of  each  occupation  and  of  each 
group  of  workers.  There  must  be  studies  to  estimate 
values  which  will  make  for  increased  efficiency  in  the 
every  day  work  of  these  vocationists.  But  no  ''way  out" 
program  is  complete  which  does  not  take  into  account 
those  hours  of  leisure  which  are  the  reward  of  accepting 
responsibility  for  service.  We  must  think  of  public 
parks,  municipal  concerts,  non-commercialized  recrea- 
tional facilities,  municipal  theaters — in  fact,  a  social  pro- 
gram which  will  adequately  satisfy  the  liberalizing 
training  of  the  elementary  school  which  we  have  been 
discussing.  That  is,  the  school  as  I  have  thought  of  it, 
as  well  as  meeting  the  requirements  of  the  bigger  pay 
and  shorter  hour  legislative  tendencies. 

You  recall  I  spoke  of  the  third  factor :  that  concerning 
the  program  of  a  state  in  relation  to  the  job  itself.  You 
see,  I  am  thinking  of  a  "way  in"  education  which  focuses 
attention  upon  the  requirements  of  the  individual  to 
enter  the  job,  and  of  the  "way  out"  education  which 


THUESDAY,  OCTOBEB  TWELFTH  303 

thinks  of  the  individual  as  finding  his  way  out  of  the  job 
into  a  better  job  or  out  of  unfortunate  conditions  im- 
posed on  him  by  the  job  itself.  But  in  between  these 
two  conceptions  of  education  there  is  the  field  of  legisla- 
tion which  is  to  make  better  the  job  itself.  I  refer  to 
child  labor  legislation,  to  the  enactment  of  minimum 
wage  laws,  to  industrial  insurance,  to  the  regulation  of 
hours  of  work,  to  compensation  for  accidents,  in  fact  to 
all  forms  of  legislation  which  react  to  the  benefit  of  those 
who  are  employed.  With  the  latter  the  vocational  educa- 
tion advocate  and  director  is  not  directly  concerned.  But 
every  move  which  makes  a  better  job  gives  him  a  better 
opportunity  to  enlarge  his  vocational  field.  It  is  true 
that  this  redirection  as  expressed  by  legislation  will  give 
an  added  dignity  to  household,  agricultural,  commercial, 
and  industrial  service  and  will  materially  help  to 
straighten  out  the  public  mind  with  reference  to  the 
place,  importance,  and  purpose  of  vocations,  and  hence 
will  react  on  vocational  education.  The  vocational  di- 
rector may  make  his  contribution  in  the  field  of  **way 
out'*  education  by  providing  lines  through  his  special 
activities  for  enlarging  the  vocational  and  the  out  of  hour 
life  of  the  individual.  His  share  here,  as  in  the  field  just 
mentioned,  is  but  that  of  a  cooperator  with  others  in  the 
field  of  social  service.  His  part  in  the  junior  high  school 
movement  is  to  make  his  contribution  in  promoting  and 
conducting  a  type  of  work  which  will  truly  serve  in  as- 
sisting young  people  to  make  a  wise  choice  of  school 
courses  beyond  those  of  the  junior  high,  or  a  choice  of 
a  vocation  which  they  will  follow  when  they  leave  the 
junior  high.  His  contribution  to  the  elementary  school 
is  that  of  providing  a  type  of  industrial  arts  which  will 
do  its  share  in  promoting  a  splendid  program  of  general 
education.  His  specific  field  is  that  of  specific  vocational 
training.  There  is  little  danger  of  his  failure  to  do  this 
work  well,  but  whether  the  state  will  think  of  his  specific 
work  as  being  a  specific  and  necessary  field  of  educational 
activity,  as  specific  and  necessary  as  the  field  of  prepar- 
ing of  men  and  women  for  the  professions,  and  whether 


304  RUTGERS  CELEBRATION 

the  school  man  will  see  the  value  of  the  service  which 
the  vocational  director  may  perform  in  improving  the 
present  status  of  general  education  by  providing  a  sig- 
nificant place  for  the  industrial  arts  in  the  early  grades 
and  for  varied  occupational  experience  in  the  middle 
years,  is  a  question.  If  the  vocational  man  is  assigned 
to  a  comer  and  a  few  intellectually  lame,  halt,  and  blind 
pupils  are  given  him  to  work  upon,  we  might  as  well  as 
not  relegate  the  vocational  education  movement  to  special 
class  education  for  morons.  If,  on  the  other  hand,  the 
methods  and  processes  which  he  uses  are  to  be  absorbed 
by  the  self-designated  culturists,  we  shall  then  have 
within  a  few  years  vocational  education  in  the  same  con- 
dition as  is  the  present  manual  training. 

As  a  concluding  word  may  I  say  that  vocational  educa- 
tion is  a  matter  of  deep  concern  to  all  of  us.  Man  has 
his  work — his  service  to  perform.  He  should  be  fitted 
for  it.  He  has  his  life,  apart  from  his  work,  although 
I  should  hope  that  much  of  his  life  might  come  out  of  his 
work — this  life  outside  of  his  vocation  requires  the  best 
which  training,  experiences,  and  information  can  give. 
These  factors  are  not  apart  from  a  study  of  the  arts 
which  form  so  large  a  part  of  our  civilization. 

Professor  Scott:  "Hear  both  sides,"  said  that  fine 
old  Roman  philosopher,  "if  you  do  not,  though  your 
judgment  is  just,  you  yourself  are  unjust. ' '  Two  gentle- 
men from  the  office  of  the  Commissioner  of  Education  of 
our  State  have  kindly  consented  to  discuss  this  topic: 
Mr.  Albert  Meredith  and  Mr.  Lewis  H.  Carris. 

DISCUSSION 
Albebt  B.  Meredith,  A.M. 

Assistant  Commissioner  of  Education  of  the  State  of  New  Jersey 

Ladies  and  Gentlemen:  In  any  discussion  of  a  state 
program  for  vocational  education,  it  seems  to  me  that 
the  state,  through  its  educational  department,  and  that 


THUBSDAY,  OCTOBEB  TWELFTH  305 

others  interested  in  educational  activities  should  be  clear 
in  their  thinking,  or  in  other  words  should  put  the  furni- 
ture of  their  minds  in  order,  if  there  is  to  be  an  effective 
system  of  vocational  training.  Mr.  Dean  has  done  us 
a  real  service  in  this  direction  by  devoting  a  considerable 
portion  of  his  paper  to  a  discussion  of  the  supposed  dif- 
ferences between  what  is  called  liberal  or  general  train- 
ing and  specialized  or  vocational  training.  I  agree  with 
the  position  he  has  taken,  although  I  admit  that  voca- 
tional education  as  defined  in  the  statutes  of  New  Jersey 
represents  a  much  narrower  construction  than  has  been 
presented  this  afternoon.  Nevertheless,  I  think  that  the 
spirit  in  which  the  law  and  the  rules  of  the  State  Board 
of  Education  have  been  carried  out  and  that  the  actual 
work  being  done  in  the  different  vocational  schools  and 
vocational  departments  of  the  State  is  in  harmony  with 
the  larger  meaning  which  has  been  presented  so  ably  by 
Mr.  Dean. 

The  state  is  concerned  primarily  with  the  general  social 
well-being  of  its  citizens  and  not  so  much  with  the  welfare 
of  the  individual  as  an  isolated  unit.  The  state  is  inter- 
ested in  the  industrial  advancement  and  welfare  of  a 
community  as  a  whole.  It  is  interested  in  people  in  their 
relations  to  one  another.  In  furthering  social  and  eco- 
nomic betterment,  communities  are  now  regarding  as 
never  before,  the  school  as  a  prime  agency,  and  they  are 
not  viewing  it  as  a  place  or  as  a  means  for  individuals 
to  seek  merely  personal  growth.  In  other  words  the 
school  has  come  to  take  the  social  point  of  view  regard- 
ing its  activities  and  has  left  behind  its  former  individ- 
ualistic aims.  In  so  far  as  it  was  individualistic  in  its 
philosophy,  to  that  extent  the  school  was  partial  and 
fractional  in  its  program. 

The  school  is  responding,  even  though  somewhat  tar- 
dily, to  the  demands  made  by  the  economic,  industrial, 
and  social  forces  outside  its  walls.  Business  has  made 
its  claims.  You  have  but  to  note  the  extent  to  which 
commercial  activities  have  a  place  in  the  schools*  pro- 


306  EUTGERS  CELEBRATION 

grams  of  study.  Last  year  nearly  twenty  per  cent  of  all 
the  pupils  enrolled  in  our  high  schools  were  studying 
some  form  of  the  commercial  arts.  Increasing  numbers 
of  pupils  are  interested  in  the  higher  vocations  or  pro- 
fessions, and  today  various  industrial,  agricultural,  and 
home-making  interests  are  demanding  the  attention  of 
school  authorities.  Hearing  these  new  voices,  many  have 
said  that  we  have  to  provide  for  a  new  kind  of  education, 
because  we  have  established  new  school  machinery  and 
admitted  new  material,  and  they  have  become  alarmed. 
Their  reaction  in  feeling  has  come  as  they  think  of  the 
general  or  liberal  education  of  the  old  type,  which  was 
concerned  chiefly  with  books,  in  contrast  with  the  specific 
education  or  industrial  training  of  the  new  sort,  which 
deals  more  definitely  with  concrete  life  situations. 

At  first  it  appears  that  two  mutually  exclusive  aims 
are  claiming  the  right  of  way  in  our  educational  prac- 
tices. But  upon  careful  analysis  they  appear  rather  as 
two  phases  of  one  problem  which  the  school  attempts  to 
solve;  namely,  that  of  training  people  to  "live  com- 
pletely." This  involves  learning  how  to  earn  a  living 
and  learning  how  to  enjoy  one's  leisure.  Hence  it  has 
happened  that  at  first  our  programs  of  vocational  educa- 
tion were  narrowly  utilitarian  and  partial.  Then  we 
realized  that  men  and  women  become  their  own  best 
selves,  not  as  isolated  industrial  workers,  but  when  they 
are  in  cooperative  relations  with  their  fellow  men.  Hence 
their  vocational  training  must  be  broader  than  merely 
to  enable  them  to  earn  a  living.  Finally  we  have  reached 
the  point  where  we  can  say  that  the  liberal  and  voca- 
tional aims  of  education,  while  opposites  are  not  contra- 
dictory, while  complementary  they  are  not  in  contrast 
one  with  the  other.  As  Professor  H.  H.  Home  has  so 
well  put  it,  *'It  is  doubtless  culture  that  gives  value  to 
vocation,  and  it  is  also  true  that  vocation  makes  culture 
possible."  Euskin  somewhere  remarked  "Life  without 
industry  is  guilt  and  industry  without  art  is  brutality." 
So  much  then  for  point  of  view. 


THUESDAY,  OCTOBEB  TWELFTH  M7 

Now  from  the  narrow  and  statutory  position,  which 
regards  vocational  education  as  any  education  the  con- 
trolling purpose  of  which  is  to  fit  for  profitable  employ- 
ment, there  is  a  danger  in  beginning  the  worker's  training 
too  early.  Under  the  rules  of  the  State  Board  of  Educa- 
tion it  is  possible  for  a  pupil  who  is  fourteen  years  of 
age,  and  who  has  completed  the  fifth  elementary  grade, 
to  begin  his  course  in  a  vocational  school.  In  this  school 
he  is  instructed  chiefly  in  those  arts  and  studies  which 
apply  to  the  activity  he  has  chosen  as  his  life  work.  As 
Mr.  Dean  has  said,  such  a  pupil  is  being  trained  upon 
a  partial  elementary  school  foundation.  One  danger 
then,  in  our  program  of  vocational  education,  is  that 
of  beginning  specialized  training  too  early.  Sixteen 
years  of  age  and  the  completion  of  at  least  nine  school 
grades  is  none  too  much  to  demand. 

It  seems  to  me  that  there  are  at  least  three  factors 
which  every  state  must  consider  in  working  out  any  pro- 
gram of  vocational  education.  The  first  of  these  factors 
is  the  unit  of  measure  to  be  applied  in  occupational 
analysis.  Shall  the  unit  be  the  community?  Shall  only 
local  industries  be  studied?  Shall  we  make  a  vocational 
analysis  of  the  county  or  of  the  state  to  determine  the 
types  of  schools  to  be  established?  Or,  on  the  other 
hand,  shall  we  consider  only  that  phase  of  a  given  occu- 
pation which  is  local?  It  appears  to  me  that  what  a  state 
needs  is  a  comparative  view  of  occupations  as  such,  and 
that  to  get  this  view  a  study  must  be  made  of  occupa- 
tions as  units,  with  their  different  phases  as  they  appear 
in  various  localities.  I  think  that  up  to  this  time  our 
vocational  surveys  have  been  city  surveys.  I  do  not 
know  of  a  state  survey  or  of  an  occupational  survey.  It 
is  important  then  that  a  state  determine  upon  its  unit 
of  occupational  analysis.  Shall  it  be  geographical  or 
shall  it  be  of  the  occupation  as  such? 

The  second  factor  in  a  state  program  is  that  of  finance. 
Vocational  education  is  expensive.  I  do  not  know  that 
there  has  yet  been  worked  out  any  way  by  which  funds 
may  be  progressively  available  as  added  demands  are 


308  RUTGERS  CELEBRATION 

made  for  vocational  schools.  The  Smith-Hughes  bill  now 
pending  in  Congress  looks  in  this  direction.  Such  ques- 
tions as  these  arise:  What  opportunities  can  a  small 
community  offer  as  compared  with  the  city?  To  what 
extent  shall  all  be  taxed  for  the  benefit  of  the  few  I  Shall 
the  industries  benefited  bear  directly  some  portion  of 
the  expense  ?  Satisfactory  answers  to  all  these  and  simi- 
lar questions  have  not  yet  been  given. 

A  third  factor  relates  to  the  training  of  vocational 
teachers.  It  does  not  appear  to  be  enough  that  a  teacher 
shall  be  able  merely  to  train  a  pupil  in  acquiring  skill 
for  profitable  employment.  We  want  teachers  who  have 
breadth  of  view  to  realize  that  in  training  the  worker 
he  should  give  him  something  more  than  skill  of  hand. 
How  shall  such  teachers  be  trained?  Shall  they  come 
from  the  industries  and  trades  and  have  their  skill  sup- 
plemented by  training  in  the  schools  for  teachers,  or 
shall  we  train  our  prospective  teachers  in  normal  schools 
and  colleges  and  then  send  them  out  into  the  industries 
before  we  bring  them  back  as  teachers  into  our  vocational 
schools?  So  far  as  agriculture  and  the  mechanic  arts 
are  concerned  this  College  is  making  its  contribution. 
Still  the  problem  of  the  proper  training  of  teachers  is 
vital  in  any  state  program  for  vocational  education. 

In  conclusion,  the  situation  regarding  vocational  edu- 
cation seems  to  me  to  be  this:  First,  we  must  have  a 
clear  and  definite  notion  regarding  the  place  of  vocational 
training  in  any  scheme  of  organic  education  for  which 
the  state  is  responsible.  Second,  we  must  study  how  the 
vocations  for  which  we  are  to  make  preparation  must 
be  analyzed,  whether  by  geographical  units  or  by  occupa- 
tions as  such,  if  an  effective  plan  of  development  is  to  be 
effected.  Third,  we  need  a  financial  plan  whereby  the 
gradual  expansion  of  vocational  education  may  be  auto- 
matically financed.  In  the  fourth  place  we  need  a  com- 
prehensive scheme  for  training  our  vocational  teachers. 
With  these  elements  in  mind  vocational  education  will  be 
an  added  influence  in  a  wider  democratization  of  our  pub- 
lic school  system. 


THURSDAY,  OCTOBEE  TWELFTH  809 

Professor  Scott:  The  session  will  be  concluded  by 
Mr.  Carris. 

DISCUSSION 
Lewis  H.  Cabris,  A.M. 

Assistant  Commissioner  of  Education  of  the  State  of  New  Jersey 

Ladies  and  Gentlemen  :  I  have  known  Dr.  Dean  for 
a  number  of  years ;  and  I  had  no  fear  when  I  heard  that 
he  was  summoned  to  our  State  to  talk  to  us  about  the 
factors  which  should  enter  into  a  state  scheme  for  voca- 
tional education;  and  I  am  sure  you  will  all  agree  with 
me  since  you  have  heard  him  talk  and  have  heard  his 
program  that  we  can  place  him  as  a  progressive  among 
educational  philosophers.  "We  can  count  him  as  an  icono- 
clast in  a  congregation  of  worshipers  of  traditional  idols, 
an  eclectic  among  healers  of  our  social  wounds.  Yet 
the  principles  he  has  laid  down  are  advocated  by  many, 
but  too  often  in  service  that  is  merely  a  verbal  service 
and  not  a  service  of  deeds.  Most  of  the  planks  in  his 
platform  for  the  vocational  party  are  found  also  in  the 
platforms  of  people  in  other  educational  parties;  and 
while  we  subscribe,  many  of  us,  to  the  provision  that 
we  believe  there  should  be  a  reorganization  of  education, 
and  while  we  sign  our  names  sometimes  to  the  petitions 
which  are  circulated  to  provide  by  referendum  proper 
educational  procedure,  when  we  retire  to  the  secrecy  of 
the  election  booth  too  often  we  put  a  cross  at  the  top 
of  the  column  which  makes  us  vote  a  straight  ticket  ac- 
cording to  the  educational  faith  of  our  forebears. 

I  can  contribute  to  this  discussion  only  a  few  axioms 
or  a  few  corollaries,  which  prove  the  truth  of  the 
theorem,  which  may  be  stated:  ** There  is  a  need  for  a 
state  program  for  vocational  education."  The  axioms 
are,  first:  ** Society  is  undergoing  a  rapid  change  by 
transferring  responsibility  for  the  welfare  of  the  indi- 
vidual from  the  individual  to  the  state."  That  is  evident 
in  Mr.  Dean's  discussion  of  the  necessity  of  legal  enact- 
ments which  may  modify  the  relationship  of  the  worker 


310  RUTGEES    CELEBEATION 

to  his  job.  Witness  the  recent  Federal  legislation,  child 
legislation,  eight  hour  law,  and  the  proposed  law  for 
Federal  aid  in  vocational  education. 

The  second  axiom  is:  **Only  as  a  state  accumulates 
wealth  can  it  set  up  an  adequate  program  for  any  kind 
of  education."  There  is  no  disputing  the  fact  that  the 
state  is  rapidly  securing  wealth  not  only  in  its  own  right 
but  also  in  the  control  of  the  wealth  of  private  individ- 
uals and  public  corporations.  Service  of  any  kind  is 
becoming  more  and  more  a  public  service.  And  as  the 
quality  of  the  service  is  becoming  recognized  the  re- 
sponsibility of  the  state  for  the  use  of  its  accumulated 
wealth  is  becoming  more  and  more  evident. 

Third:  **The  welfare  of  a  democracy  depends  on  the 
intelligence  of  its  individual  citizens."  This  axiom  has 
been  stated  times  without  number  since  the  rise  of  mod- 
ern republics,  but  it  is  only  in  recent  history  that  we  are 
coming  to  recognize  what  constitutes  true  intelligence. 
The  changes  from  the  absolute  monarchy  through  an 
oligarchy,  a  limited  monarchy,  to  a  republic  have  been 
slower  than  is  believed.  The  program  for  vocational 
education  along  the  unified  plan  proposed  by  Mr.  Dean 
gives  us  the  true  means  of  promoting  intelligence  among 
the  citizens  of  our  nation.    So  much  for  the  axioms. 

A  few  of  the  corollaries  which  seem  to  me  to  grow  out 
of  the  demonstration  which  was  brought  to  the  Q.  E.  D. 
so  successfully  are:  First:  **Cost  of  education  will  be 
increased  many  fold. "  I  do  not  think  we  have  yet  begun 
to  realize  what  is  to  be  the  cost  of  any  kind  of  effective 
education.  We  certainly  have  not  begun  to  realize  it  as 
far  as  elementary  education  is  concerned.  We  must  be 
ready  more  and  more  to  preach  in  season  and  out  of  sea- 
son that  if  we  are  to  educate  the  youth  of  the  land  for 
the  right  kind  of  citizenship,  we  must  take  more  and 
more  of  our  wealth  to  do  it  efficiently.  I  think  that  in 
vocational  education  the  time  will  come  when  we  will 
be  made  to  recognize  more  and  more  the  true  value  of 
learning.    We  must  of  course  assume  the  responsibility 


THURSDAY,  OCTOBES  TWELFTH  811 

— the  state — but  not  alone :  we  must  give  education  with 
as  little  cost  as  we  can  and  give  it  efficiently.  Still  we 
must  take  more  and  more  money  to  carry  this  on. 

The  second  corollary:  "In  the  carrying  out  of  any 
program  such  as  has  been  suggested  here  there  must  be 
a  considerable  time  for  experimentation."  None  of  us 
knows  yet  just  what  is  the  right  type  of  vocational 
school;  just  what  shall  be  the  standard  for  admission; 
just  when  the  pupils  will  select  the  programs  they  are  to 
follow ;  just  when  the  state  is  to  have  control  of  the  edu- 
cation and  through  what  years.  At  the  present  time  the 
state  must  view  with  much  charity  and  with  the  greatest 
approbation  the  efforts  of  the  various  communities  which 
are  endeavoring  to  solve  the  problems  of  vocational  edu- 
cation by  themselves. 

Third:  **We  must  open  the  doors  of  opportunity  for 
all  the  people."  I  am  a  very  firm  believer  in  the  neces- 
sity of  extending  general  education  through  the  later 
stages  of  life.  I  will  give  just  one  example  to  illustrate 
this  corollary.  In  a  kind  of  education  which  I  think  that 
the  state  and  the  local  communities  should  be  actively 
interested  in.  I  refer  to  the  education  which  can  be  se- 
cured by  the  young  man  who  is  on  the  job ;  and  the  young 
woman  who  is  working.  In  talking  the  other  day  with 
a  city  superintendent  who  is  advocating  a  part  time 
scheme  of  education,  I  said  to  him:  **Why  don't  you  try 
a  new  scheme?"  He  was  talking  about  having  machin- 
ists come  in  on  the  part  time  plan.  That  is  not  a  new 
scheme.  I  said:  **Why  don't  you  go  out  in  your  city 
and  try  by  active  effort  to  find  out  if  there  are  not  young 
men  in  your  city  who  can  work  on  part  time  and  who 
can  come  in  and  extend  their  general  education?"  I 
think  that  by  working  out  that  program  it  would  be  pos- 
sible for  the  boy  who  can  earn  his  living  by  working  two 
or  three  hours  in  the  morning  to  come  two  or  three  hours 
a  day  to  school,  and  in  the  course  of  six  years  get  his 
high  school  education.  That  is  just  one  example  of  open- 
ing the  door  of  opportunity  for  the  boy  who  has  left 
school. 


312  RUTGERS   CELEBRATION 

The  fourth:  **Any  program  for  vocational  education 
in  the  state  should  provide  for  a  continuous  survey  on 
the  part  of  the  state. ' '  One  of  the  splendid  things  about 
the  Smith-Hughes  bill  which  is  before  the  present  Con- 
gress is  that  it  provides  for  the  appropriation  of  a  con- 
siderable amount  of  money  to  study  needs  for  vocational 
education  in  the  United  States.  This  College  could  play 
an  important  part  in  helping  the  State  in  carrying  on 
work  of  this  kind. 

I  have  given  you  these  three  or  four  axioms  and  three 
or  four  corollaries,  which  seem  to  me  to  be  a  part  of 
any  discussion  with  reference  to  this  program.  I  want 
to  acknowledge  that  I  have  been  guilty  many  times  of 
using  some  of  the  phrases  Dr.  Dean  has  so  severely  as- 
sailed this  afternoon.  Though  I  think  that  you  will  see 
that  later  in  his  paper  he  acknowledged  that  they  were 
more  than  half  true.  Stating  it  in  the  positive  way,  I 
know  that  Dr.  Dean  and  I  are  in  accord  in  these  par- 
ticulars: We  do  know  that  pupils  are  leaving  school 
altogether  too  early.  Pupils  are  not  held  in  school  as 
long  as  is  desirable.  We  know  it  is  desirable  that  all  the 
avenues  of  sense  should  be  used  in  education  and  that 
the  sense  of  touch  as  expressed  in  handling  materials 
should  have  its  fair  share  of  attention.  We  do  know  we 
must  place  our  children  when  they  reach  the  age  for 
participation  in  the  world's  affairs  in  the  right  place. 
We  do  know  we  need  boys  on  the  farm ;  we  do  know  that 
it  is  a  problem  to  find  the  boy  who  likes  to  work  on  the 
farm.  The  state  needs  skilled  laborers  to  develop  its 
wealth.  We  know  it  has  not  given  its  share  of  attention 
to  educating  girls.  And  so  on  through  the  list.  But  in 
all  of  this  program  for  vocational  education  the  state 
desires  to  promote  general  welfare  and  prosperity;  and 
we  need  to  formulate  such  a  program  and  we  need  to  be 
patriotic  and  sincere  and  earnest  in  helping  it  to  carry 
out  this  program.  Such  a  policy  does  not  bring  about 
the  segregation  of  people  into  classes  but  promotes  the 
welfare  of  the  entire  community  with  equality  of  oppor- 
tunity for  all. 


APPENDIX 


ORGANIZATION 

THE  CELEBRATION  COMMITTEE 

Prof.  Clarence  Ward,  Chairman — In  special  charge  of  Pageant  and  Printing 
Dean  Louis  Bevier — In  charge  of  Selection  and  Securing  of  Speakers 
Prof.  Ralph  G.  Wright — In  charge  of  Luncheons,  Dinners,  and  Hospitality 
Prof.  Edmond  W.  Billetdoux — In  charge  of  Invitations  and  Correspondence 
Librarian  George  W.  Osborn    }       ^      , 
Mr.  Earl  Reed  SUvers  {  " ^°  ^^'^'S®  ^^  Alumni  Arrangements 

THE  PAGEANT  COMMITTEE 
Prof.  Clarence  Ward,  Chairman  Mr.  Howard  D.  McKinnoy 

Mrs.  Eliot  R.  Payson  Prof.  Harry  N.  Lendall 

COMMITTEE  ON  PAGEANT  CAST 
Mrs.  Eliot  R.  Payson,  Chairman  Mrs.  Edward  W.  Hall 

Mrs.  John  H.  Raven  Mrs.  Grerard  Swope 

Mrs.  Jacob  G.  Lipman  Miss  Agnes  Storer 

Miss  Josephine  Atkinson 

VESPER  SERVICE  COMMITTEE 
Prof.  Clarence  Ward,  Chairman  Mr.  G.  Howard  Buttler 

Mr.  Charles  Henry  Hart 

COMMITTEE  ON  ENTERTAINMENT  OF  DELEGATES  AND  GUESTS 

Mrs.  Ralph  G.  Wright,  Chairman  Mrs.  Charles  W.  Stevens 

Mrs.  William  G.  Bearman  Mrs.  William  H.  Waldron 

Mrs.  Henry  de  la  B.  Carpender  Mrs.  Freeman  Woodbridge 

Mrs.  Lewis  B.  Chamberlain  Miss   Margaret   B.   Baldwin 

Mrs.  W.  Edwin  Florance  Miss  Anne  B.  Cook 

Mrs.  Walter  T.  Marvin  Miss  Charlotte  K.  Drury 

Mrs.  J.  Preston  Searle  Miss  Helen  L.  Williamson 

COMMITTEE  ON  HEADQUARTERS  FOR  GUESTS 
Prof.  Alfred  A.  Titsworth,  Chairman       Prof.  Frank  F.  Thompson 
Prof.  Robert  C.  H.  Heck  Prof.  Albert  R.  Johnson 

COMMITTEE  ON  ACADEMIC  COSTUME 
Mr.  Leigh  W.  Bamball,  Chairman  Prof.  Stanley  E.  Braaefield 

Prof.  Edwin  B.  Davis  Prof.  Albert  R.  Johnson 

MARSHALS  OF  ACADEMIC  PROCESSIONS 
Chief  Marshal:    Prof.  Clarence  Ward 
Battalion  Marshal:    Capt.  Shelby  C.  Leasure 
Division  Marshals:    Prof.  Ralph  G.  Wright 

Prof.  Edmond  W.  Billetdoux 

Prof.  Edwin  B.  Davis 

Prof.  Albert  C.  de  Regt 
Alumni  Marshal:    Mr.  Charles  P.  Wilber  '05 
Undergraduate  Marshal:    Mr.  Robert  W.  Searle   '15 
315 


316  RUTGERS  CELEBRATION 

COMMITTEE  ON  ALUMNI  HEADQUARTERS 
Mr.  George  A.  Osborn  '97,  Chairman      Mr.  Earl  Reed  Silvers  '15 
Mr.  Charles  P.  Wilber  '05  Mr.  Ralph  W.  Voorhees  '16 

COMMITTEE  ON  CLASS  DINNERS  AND  REUNIONS 
Mr.  Frederick  Weigel  '80,  Chairman  Mr.  Russell  E.  Watson  '07 
Rev.  Lewis  B.  Chamberlain  '86  Mr.  Walter  C.  Sedam  '09 

Mr.  Earl  Reed  Silvers  '15 

COMMITTEE  ON  ALUMNI  PARADE 
Mr.  Charles  P.  Wilber  '05,  Chairman      Mr.  Earl  Reed  Silvers  '15 
Mr.  Robert  A.  Lufburrow   '08 

COMMITTEE  ON  ALUMNI  HOUSING 
Mr.  Robert  C.  Nicholas  '96,  Chairman     Mr.  Wallace  Eakins  '11 
Mr.  Charles  Deshler  '85  Mr.  Earl  Reed  Silvers  '15 

Mr.  George  V.  N.  Baldwin,  Jr.  '86         Mr.  Ralph  W.  Voorhees  '16 

COMMITTEE  ON  PRESS  REPRESENTATIVES 
Dean  Louis  Bevier,  Chairman  Prof.  Frank  P.  Thompson 

Mr.  Earl  Reed  Silvers 

COMMITTEE  ON  EXHIBITS 
Prof.  Charles  Hale  Prof.  Frederick  F.  Couch 

IN  CHARGE  OF  REGISTRATION  BUREAU 
Prof.  Richard  Morris  Prof.  Charles  H.  Elliott 

IN  CHARGE  OF  INFORMATION  BUREAU 
Prof.  William  H.  Kirk  Prof.  J.  Volney  Lewis 

FACULTY  REPRESENTATIVES  AT  STATION 
Prof.  Walter  T.  Marvin  Prof.  Floyd  E.  Chidester 

IN  CHARGE  OF  USHERS  AT  CHURCHES  AND  GYMNASIUM 
Prof.  Ralph  G.  Wright 

IN  CHARGE  OF  USHERS  AT  PAGEANT 
Prof.  Albert  C.  de  Regt 

IN  CHARGE  OF  PAGEANT  SEATING 
Prof.  Stuart  A.  Stephenson 

IN  CHARGE  OF  TRANSPORTATION 
Prof.  Frederick  C.  Minkler  Prof.  John  P.  Helyar 

IN  CHARGE  OF  FORD  HALL 
Prof.  William  B.  Stone  Mr.  Mayne  S.  Mason 

IN  CHARGE  OF  NEWSPAPERS  AND  SAI-ESROOMS 
Prof.  Charles  H.  Whitman 


INVITATIONS 

Formal  invitations  sent  to  educational  institutions, 
learned  societies,  and  distinguished  persons,  bore  the 
following  printing  on  the  first  page,  here  reproduced  in 
reduced  form ;  the  original  was  printed  on  a  double  sheet 
Sy2  by  11  inches  in  size. 


1766 


1916 


TAe  Celebration  of  the 

One  Hundred  and  Fijtieth  Anniversary 

oj  the  Founding  of 

Rutgers  College 

October  IJth  to  15th 
IOI6 


318  EUTGER8  CELEBRATION 

Programs  of  the  celebration  also  bore  similar  printing, 
except  that  the  first  date  was  changed  to  October  12th 
in  order  to  include  the  Educational  Conference. 

The  third  page  of  the  invitation  to  institutions,  so- 
cieties, etc.,  bore  the  following  form;  and  with  slight 
modification  the  same  form  was  also  used  for  individuals : 

New  Brunswick,  New  Jersey, 
March  25,  1916. 
The  President  and  Trustees  of  Rutgers  College  re- 
quest the  honor  of  the  presence  of  a  Delegate  from 


at  the  Exercises  in  Celebration  of  the  One  Hundred  and 
Fiftieth  Anniversary  of  the  Founding  of  Rutgers  Col- 
lege, to  be  held  at  New  Brunswick  on  Friday,  Saturday, 
and  Sunday,  October  the  thirteenth  to  fifteenth,  nineteen 
hundred  and  sixteen. 

A  less  formal  invitation  on  paper  of  smaller  size  was 
sent  to  the  alumni  and  friends  of  the  College.  The  third 
page  bore  the  following  printing : 

The  President  and  Trustees  of  Rutgers  College  request 
the  honor  of  your  presence  at  the  Exercises  in  Celebra- 
tion of  the  One  Hundred  and  Fiftieth  Anniversary  of  the 
Founding  of  Rutgers  College,  to  he  held  at  New  Bruns- 
wick on  Friday,  Saturday,  and  Sunday,  October  thir- 
teenth to  fifteenth,  nineteen  hundred  and  sixteen. 
New  Brunswick,  New  Jersey. 

In  September  the  Educational  Conference  was  decided 
upon  and  announced  in  form  somewhat  similar  to  the 
informal  invitations  just  described,  with  the  following 
printing  on  the  third  page : 

The  Committee  in  charge  of  the  Celebration  of  the 
One  Hundred  and  Fiftieth  Anniversary  of  the  Founding 
of  Rutgers  College  has  set  aside  Columbus  Day,  Thurs- 


INVITATIONS  Sl« 

day,  October  12,  for  an  Educational  Conference,  at  which 
it  is  hoped  that  the  representative  men  and  women  of 
the  Colleges  and  Secondary  Schools  of  New  Jersey,  and 
others  who  are  leaders  in  the  State  System  of  Education 
will  be  the  guests  of  the  College. 

You  are  cordially  invited  to  he  present  at  both  the 
morning  and  afternoon  sessions  and  at  luncheon. 

A  preliminary  program  is  enclosed  and  the  Committee 
takes  the  liberty  of  requesting  that  you  sign  and  return 
the  enclosed  card  in  order  that  appropriate  entertain- 
ment may  be  provided. 

New  Brunswick 
September,  Nineteen  Hundred  and  Sixteen 


GENERAL  PROGRAM 
Thursday,  October  Twelfth 

Educational  Conference 
Morning  Session,  the  Kirkpatrick  Chapel,  11:00  A.  M. 

Louis  Bevieb,  A.M.,  Ph.D.,  Litt.D.,  Dean  of  Rutgers  College,  Presiding 

Address:    ''The  Federal  Government  and  Public  Edu- 
cation ' ' 

Philandee  p.  Claxton,  A.M.,  Litt.D.,  LL.D.,  United  States  Com- 
missioner of  Education 

Address:    "An  Organic  State  School  System" 

Henet  Suzzallo,  Ph.D.,  LL.D.,  President  of  the  University  of 
Washington 

Discussion  by 

Calvin  N.  Kendall,  A.M.,  Litt.D.,  LL.D.,  New  Jersey  State  Com- 
missioner of  Education 

Thomas  E.  Finegan,  Pd.D.,  LL.D.,  Deputy  Commissioner  of  Edu- 
cation of  the  University  of  the  State  of  New  York 

.1 :00  P.  M.    Luncheon,  the  Ballantine  Gymnasium 
Afternoon  Session,  the  Kirkpatrick  Chapel,  2:00  P.  M. 

Austin  Scott,  A.M.,  Ph.D.,  LL.D.,  Voorhees  Professor  of  History 
and  Political  Science  and  Lately  President  of  Eutgers  Col- 
lege, Presiding 

Address:    "A  College  of  Liberal  Arts — Nevertheless" 

Rush  Rhees,  D.D.,  LL.D.,  President  of  the  University  of  Rochester 

Address :    '  *  The  College  of  Agriculture  as  a  Public  Serv- 
ice Institution ' ' 

Eugene  Davenport,  M.S.,  M.Agr.,  LL.D.,  Dean  of  the  College  of 
Agriculture  of  the  University  of  Illinois 

Address:    "The  Mechanic  Arts  College  in  a  State  Insti- 
tution" 

Edwaed  Orton,  Jr.,  M.E,,  Lately  Dean  of  the  College  of  En- 
gineering of  the  Ohio  State  University 

320 


GENEEAL  PROGRAM  321 

Address:    **The  Factors  Entering  into  a  State  Program 
of  Vocational  Instruction" 

Arthur  D.  Dean,  B.S.,  D.Sc,  Director  of  the  Division  of  Agricul- 
tural and  Industrial  Education  of  the  University  of  the  State 
of  New  York 

Discussion  by 

Albert  B.  Meredith,  A.M.,  Assistant  Commissioner  of  Education 

of  the  State  of  New  Jersey 
Lewis  H.  Carris,  A.M.,  Assistant  Commissioner  of  Education  of 

the  State  of  New  Jersey 


Friday,  October  Thirteenth 

Commemoration  Exercises  and  Historical  Address 

The  First  Reformed  Church,  10:30  A.  M. 

The  Honorable  James  F.  Fielder,  Governor  of  the  State  of  New  Jersey, 

Presiding 

Processional : 

Order  of  the  Academic  Procession 

Division  I 

(Formed  in  the  chancel  of  Kirkpatrick  Chapel) 

The  President  of  the  College 

The  Governor  of  New  Jersey 

The  Speakers  of  the  Day 
The  Trustees  of  the  College 

Division  II 

(Formed  in  Kirkpatrick  Chapel) 

Delegates  from  Foreign  Universities 

Delegates  from  Colleges  and  Universities  of  the  United  States 

Delegates  from  Theological  Seminaries 

Delegates  from  Learned  and  Other  Societies 

Delegates  from  Reformed  Churches 

Division  III 

(Formed  in  Dr.  Scott's  Room,  Queen's  Building) 

OfScials  of  the  United  States 

Officials  of  the  State  of  New  Jersey 

Officials  of  the  City  of  New  Brunswick 

DiiHsion  IV 

(Formed  in  Fine  Arts  Room,  Queen's  Building) 

Ministers  of  the  Churches  of  New  Brunswick 

The  Faculty  of  the  New  Brunswick  Theological  Seminary 

The  Faculty  of  the  College 

t 


322  RUTGERS  CELEBRATION 

Division  V 

(Formed  on  Queen's  Campus) 

Alumni 

Division  VI 

(Formed  on  Bleecker  Place) 

Undergraduates 

Invocation 

Rev.  John  W.  Beakdslee,  Class  of  1860 

Hymn:   **Ein'  Feste  Burg'*  Martin  Luther 

Address  on  Behalf  of  the  State  of  New  Jersey- 
Governor  James  F.  Fielder 
Historical  Address 

President  William  H.  S.  Demakest 

Hymn:  **0,  God  onr  Help  in  Ages  Past" 

Address  on  Behalf  of  the  Reformed  Church  in  America 

Rev.  Ame  Vennema,  President  of  Hope  College,  Lately  President 
of  the  General  Synod 

Address  on  Behalf  of  Holland 

Chevalier  W.  L.  F.  C.  van  Rappard,  Envoy  Extraordinary  and 
Minister  Plenipotentiary  from  the  Netherlands 

Hymn:   "America" 
Benediction 

Rev.  Henry  E.  Cobb,  Class  of  1884 

Recessional 

Informal  Luncheon  for  Delegates,  Invited  Guests, 

Trustees,  Faculty,  and  Alumni 

The  Ballantine  Gymnasium,  1 :00  P.  M. 

The  Anniversary  Pageant 
The  College  Farm,  2:00  P.  M. 

Presented  by  Citizens  of  New  Brunswick,  Members  of  the  Faculty, 
Graduates,  and  Undergraduates  of  the  College 
Prolog:  The  Background  of  Learning 

Episode      I:     The  English  and  the  Dutch:    Dutch  Settlers  Arrive  in 

New  Brunswick,  1730 
Episode    II:     The  Granting  of  the  Charter  to  Queen's  College,  1766 
Episode  III:     Patriotism  of  City  and  College;   The  Reading  of  the 

Declaration  of  Independence  in  New  Brunswick,  1776 
Episode   IV:     Expansion:    The  Laying  of  the  Cornerstone  of  Queen's 

Building,  1809 
Episode     V:     Social  Life  of  City  and  College:    A  Ball  at  Buceleuch, 

1840 
Episode   VI:     Patriotism  Reaffirmed:    The  Flag  Raising  of  1861 
Epilog:  The  Expansion  of  Learning 


general  program  323 

Reception  to  Delegates,  Invited  Guests,  Trustees, 

Faculty,  and  Alumni,  by  Mb.  James  Neilson 

'^Woodlawn,"  4:00  to  6:00  P.  M. 

7 :00  P.  M.,  Delegates,  Invited  Guests,  Trustees,  and  Fac- 
ulty assemble  at  the  Ralph  Voorhees  Library 

The  Annivebsary  Dinner 
The  Ballantine  Gymnasium,  7 :30  P.  M. 

President  W.  H.  S.  Dkmakest,  Toaatmaster 
Speakers : 
President  John  Greek  Hibben  of  Princeton  University 
President  William  H.  P.  Paunce  of  Brown  University 
President  John  Huston  Finlky  of  the  University  of  the  State 

of  New  York 
Chevalier  W,  L.  F.  C.  van  Bappard,  Minister  from  the  Netherlands 

Alumni  and  Class  Dinners : 

1852-1875  (inclusive)— Winants  Hall,  7  p.  m. 
1876 — Hotel  Klein,  Room  251,  6  p.  m. 
1877-1879  (inclusive) — Winants  Hall,  7  p.  m. 
1880 — Union  Club,  7  p.  m. 
1881 — Winants  Hall,  7  p.  m. 
1882 — Quad  Room,  Winants  Hall,  7  p.  m. 
1883 — Quad  Room,  Winants  Hall,  7  p.  m. 
1884— Hotel  Klein,  Room  201,  7  p.  m. 
1885 — The  Pines,  7  p.  m. 
1886 — Union  Club,  7  p.  m. 
1887 — Hotel  Klein,  Main  Room,  6  p.  m. 
1888 — Home  of  F.  W.  Parker,  Newark,  N.  J. 
1889 — Hotel  Klein,  Main  Room,  6  p.  m. 
1890 — Hotel  Klein,  Main  Room,  6  p.  m. 
1891 — Mansion  House,  Side  Room,  7  p.  m. 
1892 — Hotel  Klein,  Main  Room,  6  p.  m. 
1893 — Hotel  Klein,  Main  Room,  6  p.  m. 
1894 — Hotel  Klein,  Writing  Room,  7  p.  m. 
1895 — Mansion  House,  Main  Room,  6  p.  m. 
1896 — Mansion  House,  Main  Room,  6  p.  m. 
1897 — Schussler's,  7  p.  m. 
1898 — Mansion  House,  Main  Room,  6  p.  m. 
1899 — Mansion  House,  Side  Room,  7  p.  m. 
1900 — Hotel  Klein,  Main  Room,  8  p.  m. 
1901 — Hotel  Klein,  Main  Room,  8  p.  m. 
1902 — Mansion  House,  Main  Room,  8  p.  m. 
1903 — Hotel  Klein,  Main  Room,  8  p.  m. 
1904 — Hotel  Klein,  Main  Room,  8  p.  m. 
1905 — Mansion  House,  Main  Room,  6  p.  m. 


324  RUTGERS  CELEBRATION 

1906 — Hotel  Ellein,  Main  Room,  8  p.  m. 
1907 — Hotel  Klein,  Main  Room,  8  p.  m. 
1908 — Mansion  House,  Main  Room,  8  p.  m. 
1909 — Mansion  House,  Main  Room,  8  p.  m. 
1910 — Hotel  Klein,  Banquet  Room,  8  p.  m. 
1911 — Mansion  House,  Main  Room,  8  p.  m. 
1912— Union  Club,  6.45  p.  m. 
1913 — Mansion  House,  Main  Room,  6  p.  m. 
1914 — Hotel  Klein,  Banquet  Room,  8  p.  m. 
1915 — Hotel  Klein,  Banquet  Room,  6  p.  m. 
1916 — Schussler's,  Banquet  Room,  7  p.  m. 

8:30  p.  M.  to  9:30  P.  M.     Undergraduate  Toechlight 

Procession 
8 :30  P.  M.  to  9 :30  P.  M.    Band  Concert  on  the  Campus 
9:30  P.  M.  to  10:00  P.  M.    Undergraduate  Singing  on 

the  Campus 


Saturday,  October  Fourteenth 

Recognition  of  Delegates  and  Conferring  op  Degrees 

The  Kirkpatrick  Chapel,  10:00  A.  M. 

WrUilAM  H.  8.  Demarest,  D.D.,  LL.D.,  President  of  the  College,  Presiding 

Processional 

Order  of  the  Academic  Procession 

The  President  of  the  College 

The  Speakers  of  the  Day 

The  Candidates  for  Honorary  Degrees 

The  Trustees  of  the  College 

Delegates  from  Foreign  Universities 

Delegates  from  Colleges  and  Universities  of  the  United  States 

Delegates  from  Theological  Seminaries 

Delegates  from  Learned  and  Other  Societies 

Delegates  from  Reformed  Churches 

The  Faculty  of  the  New  Brunswick  Theological  Seminary 

The  Faculty  of  the  College 

Invocation 

Rev.  W.  Bancroft  Hill,  D.D.,  of  Vassar  College 

Recognition  of  Delegates 

Addresses  on  Behalf  of  Colleges  and  Universities 

Nicholas  Muekat  Butler,  Ph.D.,  LL.D.,  D.Litt.,  Jur.D.,  Presi- 
dent of  Columbia  University 

Alexander  Meiklejohn,  Ph.D.,  LL.D.,  President  of  Amherst 
College 


GENERAL  PROGRAM  325 

Edwin   Erle   Sparks,  Ph.D.,   LL.D.,  President  of  Pennaylvama 

State  College 
Baron  Chuzaburo  Shiba,  Doctor  of  Engineering,  Professor  at  the 

Imperial  University  of  Tokyo 

Conferring  of  Honorary  Degrees 

Benediction 

Recessional 

Informal  Luncheon  for  Delegates,  Invited  Guests, 

Trustees,  Faculty,  and  Alumni 

The  Ballantine  Gymnasium,  1 :00  P.  M. 

Presentation  of  a  Memorial  Tablet  by  the  Sons  of  the 

American  Revolution 

Queen's  Building,  2:00  P.  M. 

Alumni  and  Undergraduate  Parade  to  Neilson  Field 
From  Queen's  Campus,  2:30  P.  M. 

Football — Washington  and  Lee  versus  Rutgers 
Neilson  Field,  3:00  P.  M. 

Reception  by  the  Jersey  Blue  Chapter  of  the 

Daughters  of  the  American  Revolution 

At  the  Colonial  Mansion  of  **Buccleuch," 

3:30  to  6 :00  P.M. 

Alumni  Dinner 
The  Ballantine  Gymnasium,  6:30  P.  M. 

Mr.  Halby  Fisk,  '71,  Toastmaster 

Greetings  from  the  City  of  New  Brunswick 

Hon.  W.  E.  Florance,   '85 

TOASTS 

"The  College  Graduate  in  the  World  of  Learning" 

Professor  Lane  Cooper,  '96 

**The  College  Graduate  in  the  World  of  Business" 

Mr.  L.  F.  Loree,  '77 

**The  College  Graduate  in  the  World  Evangelism" 
Rev.  Dr.  W.  I.  Chamberlain,  '82 


326  BUTGERS  CELEBRATION 

''The  College  Graduate  in  the  College  World" 

Mr.  Philip  M.  Brett,  '92 

Presentation  of  a  Memorial  Tablet  by  the  Class  of  1880 

Dr.  Beviee  Hasbrouck  Sleoht 

Presentation  of  a  Portrait  of  President  Demarest  by  the 

Alumni 

Dean  Louis  Bevier,  '78 


Sunday,  October  Fifteenth 

The  ANNisrERSARY  Sermon 

The  Kirkpatrick  Chapel,  11:00  A.  M. 
Prelude 

Invocation  and  the  Lord's  Prayer 

Rev.  W.  H.  S.  Demarest,  D.D.,  LL.D.,  President  of  the  College 

Salutation 

Anthem,  **We  Gather  Together  to  Ask  the  Lord's  Bless- 
ing," Folk  Song  of  the  Netherlands,  Seventeenth 
Century 

The  Law,  Decalogue,  and  Summary 

Kyrie 

Eesponsive  Beading 

Gloria 

Hymn:  **0  Holy  Father,  who  hast  led  Thy  children" 

Scripture  Lesson 

Tenor  Solo:  ** How  Lovely  are  Thy  Dwellings"     Liddle 

Prof.  Harby  N.  Lendall 

Prayer 

Rev.  J.  Preston  Searlb,  D.D.,  President  of  the  Faculty  of  the 
New  Brunswick  Theological  Seminary 

Hymn:  "How  firm  a  foundation,  ye  saints  of  the  Lord" 
Anniversary  Sermon 

Rev,  Andrew  V,  V,  Raymond,  D.D.,  LL.D.,  Lately  President  of 
Union  College 

Prayer 

Dr.  Raymond 


GENERAL  PROGRAM  327 

Hymn:   **A11  hail  the  power  of  Jesus'  name" 

Doxology 

Benediction 

President  Demarest 

Postlude 

Presentation  of  a  Memorial  Tablet  by  the  Society  op 

Colonial  Wars 

The  Kirkpatrick  Chapel,  12:15  P.  M. 

Vespers 

The  First  Reformed  Church,  4:00  P.  M. 

Anthem:   "Magnify  Jehovah's  Name"  Haydn 

Anthem :  "  0  Praise  the  Name  of  the  Lord ' '  Tschaikowsky 

Anthem,  with  Tenor  Solo:  "I  Will  Give  Thanks  unto 

the  Lord"  Beethoven 

Mr.  John  Babnes  Wells  and  Chorus 

Invocation 

Bev.   Jasper  S.   Hoqan,  D.D.,  Minister   of  the  First  Reformed 
Church 

Anthem,  with  Bass  Solo:  ** Grant  Us  Peace"      Schubert 

Dr.  Cakl  E.  Dufft  and  Chorus 

Tenor  Solo :  "  The  Lord  is  My  Light '  *  Allitsen 

Mr.  John  Barnes  Wells 

Psalm 

Rev.  WiLLLAM  W.  Knox,  DJ).,  Minister  of  the  First  Presbyterian 
Church 

Gloria  Patri  Palestrina 

Anthem:   "Hymn  of  Praise"  Tschaikowsky 

Bass  Solo:  "Recessional"  do  Koven 

Dr.  Carl  E.  Durrp 

Prayer 

Rev.  Herbert  Parrish,  Rector  of  Christ  Church 

Choral :  * '  Grant  Us  to  do  with  Zeal ' '  Bach 

Anthem :  ' '  How  Lovely  is  Thy  Dwelling-place ' '   Brahms 

Anthem:  "Bless  the  Lord,  0  My  Soul    Ippolitof-Ivanof 

Anthem,  with  Tenor  Solo :  "Great  is  Jehovah"  Schubert 
Mr.  John  Barnes  Wells  and  Chorus 


LETTERS  OF  CONGRATULATION 

Many  of  the  institutions  that  were  represented  at  the 
Celebration  by  accredited  delegates  (see  list  beginning  on 
page  357)  also  sent  formal  letters  of  greeting  and  con- 
gratulation. The  following  institutions,  although  not 
appointing  delegates,  sent  written  congratulations : 

University  of  Leyden 
University  of  Groningen 
University  of  Amsterdam 
University  of  Utrecht 
University  of  Toronto 
Universite  Laval 
University  of  Manitoba 
Imperial  University  of  Kyoto 

Bowdoin  College 
Miami  University 
Indiana  University 
Lane  Theological  Seminary 
Marietta  College 
DePauw  University 
William  Jewell  College 
Washington  University 
Newberry  College 
University  of  Cincinnati 
Virginia  Polytechnic  Institute 
Iowa  State  Teachers  College 
University  of  North  Dakota 
University  of  Arizona 
Pratt  Institute 
Agnes  Scott  College 
Meredith  College 
Emory  University 
Some  of  these  letters  are  reproduced  on  the  following 
pages. 

829 


330  RUTGEE8  CELEBRATION 

Brunovici  Novi  Collegia  Rutgersiano 

S.P.D. 

Universitas  Cantab rigiensis 

Gratulamnr  vobis  omnibus,  viri  nomine  non  uno 
nobiscum  coniuncti,  quod  annos  centum  quinquaginta, 
Collegii  vestri  ab  origine  per  varias  vicissitudines  ad 
finem  felicem  perductos,  pacis  inter  artes,  a  bello  procul 
remoti,  tempore  praestituto  celebrae  potuistis.  Habetis 
Provinciam  ab  una  ex  insulis  Britannicis  Galliae  proximis 
iamdudum  nominatam;  habetis  Urbem  a  domo  nostra 
regia  quondam  nuncupatam;  habetis  Collegium  olim 
Reginae  nomine  fundatum,  et  Eeipublicae  vestrae  max- 
imae  a  cive  liberalissimo  abhinc  annos  nonaginta  denuo 
constitutum.  Collegium  illud,  iuventuti  vestrae  'in 
Unguis  antiquis,  in  artibus  et  scientiis  liberalibus  utili- 
busque'  erudiendae  primum  dedicatum,  nunc  in  partes 
duas  divisum  esse  novimus,  unam  linguis  antiquis,  al- 
teram scientiis  novis  atque  etiam  agri  culturae  studio 
utilissimo  deditam. 

Tot  studiorum  insignium  vinculis  vobiscum  olim  conso- 
ciati,  hodie  propterea  praesertim  vinculo  novo  sumus 
vobis  coniuncti,  quod  Respublica  vestra  maxima,  aequore 
Atlantico  a  nobis  divisa,  nunc  demum,  non  modo  Europae 
ipsius  sed  etiam  orbis  terrarum  totius  in  libertate  contra 
tyrannorum  dominationem  defendenda,  cum  Britannia 
nostra,  et  cum  imperio  nostro  transmarino,  et  cum  sociis 
nostris  in  Europa  omnibus,  feliciter  coniuncta  est.  Quon- 
dam a  viro  hospitii  iure  Britannis  coniunctissimo,  viro  rei 
navalis  Americanae  inter  decora  dudum  numerato,  stimu- 
lis  novis  sumus  incitati,  ut  orbis  terrarum  ad  communem 
fructum,  pacis  universae  ad  communem  utilitatem,  glo- 
riam  nostram  navalem  e  manibus  nostris  ne  sinamus  eripi. 
Quae  autem,  in  Senaculo  nostro,  viri  tanti  inter  laudes, 
abhinc  annos  plus  quam  sex  et  viginti,  ausi  sumus  augu- 
rari,  eadem  omnia  hodie  feliciter  rata  atque  confirmata 
cernimus.  luvat,  felicitatis  tantae  in  honorem,  vaticina- 
tionis  nostrae  verba  ipsa  denuo  in  memoriam  revocare : — 


LETTERS  OF  CONGRATULATION  331 

'Auguramur  etiam  in  posterum  fratres  nostros  trans- 
marinos  gloriae  nostrae  navalis  participes  futnros. 
Interim  utrimque  eiusdem  sanguinis,  eiusdem  linguae, 
eiusdem  gloriae  conscii,  trans  oceanum,  non  iam  ut  antea 
dissociabilem,  hospitio  in  perpetuum  (ut  speramus) 
duraturo,  dextras  invicem  libenter  tendimus.' 

Valete,  atque  animi  nostri  fraterni  memores  in  per- 
petuum estote. 

Datum  Cantabrigiae 

mensis  Mali  die  quint o  (L.S.) 

A.S.  MCMXVIl". 


332  RUTGERS  CELEBRATION 


Besides  formal  congratulatory  address  the  following 
greeting  by  cable  was  received  during  the  progress  of 
the  exercises: 

CABLE  MESSAGE 

Leiden  Oct  13  1916 
Eutgers  College 

New  Brunswick 
Leiden  University  sends  best  wishes 

Vollenboven  Rector 


LETTERS  OF  CONGBATULATION  332a 


SENAAT  DER  RIJKSUNIVERSITEIT  TE  LEIDEN 

Leiden,  die  XXIXm.  Maii  1916 

COLLEGII   RUTGERSIANI    MaGISTRATIBUS 

s.  p.  d. 

Universitatis  Lugduno-Batavae  Rector  et  Senatus 

Quod  iios  de  Vestris  feriis,  proximo  mense  celebrandis, 
certiores  fecistis  egregiam  Vestram  agiioscimus  humani- 
tatem.  Quo  magis  dolemus  quod  nullum  hoc  tempore  col- 
legam  legare  ad  Vos  possimus  qui  nostram  ad  Vos  per- 
f erat  gratulationem.  His  tamen  Uteris  Vobis  testificamur 
quam  maxime  nobis  illud  cordi  esse  collegium,  nosque  ex 
animi  sententia  pro  perpetua  eius  salute  vota  suscipere 
publica.  Vivat,  crescat,  floreat  et,  quod  per  CL  annos 
fecit,  f acem  humanitatis  et  nobis  et  aliis  praeferre  pergat. 

W.  B.  Kristensen, 
rector. 

C.  VAN  VOLLENHOVEN, 

secretarius. 


332b  RUTGERS   CELEBRATION 


CURATOEIBUS  ET  PrOFESSORIBUS  CoLLEGII  RuTGERSH 

S.  P.  D. 

Senatus  Universitatis  Groninganae 

Cum  temporibus  exclusi  nullum  e  numero  nostro  lega- 
tum  ad  vos  mittere  possimus,  per  litteras  vos  certiores 
facere  cupimus  magnopere  nos  gaudere,  quod  vobis  con- 
tingit,  ut  proximo  mense  Octobri  diem  natalem  centesi- 
mum  quinquagesimum  celebraturi  sitis,  ex  quo  Collegium 
Eutgersium  institutum  est.  Nee  minus  nos  delectat, 
quod  conditor  CoUegii  Vestri  vel  saltem  maiores  eius,  ut 
nomen  docet,  natione  nobis  cognati  fuerunt.  Itaque 
quoniam  Collegium  Rutgersium  per  tot  annos  magistro- 
rum  eruditione  atque  arte  docendi,  discipulorum  studio  et 
industra  tantopere  floruit,  nihil  aliud  a  Deo  Optimo  Maxi- 
mo precamur,  nisi  ut  haec  felicitas  et  gloria  Collegii  Rut- 
gersii  perpetuae  sint. 
Datum  Groningae  Kal.  Sept.  A^.  MCMXVI. 

J.  van  Wageningen  C.  van  Wisselingh 

Senatus  Rector  Senatus  Actuarius 


LETTERS  OF  CONGRATULATION 


SENAAT 


UNIVERSITEIJ 

VAN 

AMSTERDAM. 


Bijlage 


333 


AMSTERDAM, 


•sP^'^- 


c^^  >;?•  .-T- 


334 


RUTGERS  CELEBRATION 


Wur-BwwwUlJPaA 


>  it  lud  been  possible  to  do  so. we, the  Senale  otihe  University  of  UtrccM, would  tiixvt  tfoerUnM 
great  pUasurt  in  sending  a  DelMate ,  to  convey  oar  conaraiulaUont  la  Rutgers  Codcgc  on, 
the  ocaxsum.  of  the  «kbratu)rt  ofiti  150'-*  ANNIVERSMlX-  Bat  the  circumstance*  <y  tn« 
present  times  unhappily  render  such,  a  courst  tmpnocticabU 

^1^  cannot  however ,  allow  \he  occa&ioa  to  pass  without  e;rpressing  to  you  our  sincere  hofpuwss 
la  the  fact  that  Rutgers  CoUejje  has  be£n  privileged  to  observe  so  important  a  commemoratioa. 

ifture  have  eylsled  .through  a  iona  course  dl  years  rttilioris  d  a  varied  chorocUr.  not  only 
between  the  R€forme4  Church  ot  the  Netherlands  and  Rulers  College  but  also  between  the  Vtii- 
vcrsily  o{  Utrecht  and  your  Academy 

lt&  may  recall  the  {act  that  it  was  th£  ne£ds  o^  liu  RtUjrnui.  Ctiarch  in  North  Anurica 
which  qave  birth,  to  Rulaers  College .  It  appears .  rriurtcvtr  .  to  be  likely  that,  in  thijse  early 
days .  the  tastruclum.  at  Rutgers  Collca2  was  given  .  tcr  Uie  greater  por-t  ,if  not  e;<clusivtly,iiC 
the  Dutch  language .  If  it  were  mJt  so.vmat ,  we  titay  ask ,  was  [he  sianificance  o{  Ihi  -foUowuia 
provlsioa  in.  the  New  ChorUr  of  1770.  C"- provitioa ,  m  all  probobiUfy ,  already  conLunid  trf 
thz  f  ir  jl  Charter ) ;  „  that  there  shall  always  be  residing  ol  or  rwar  such  collcae  at  least  one 

professor  or  tedchir,  well  versed  ia  Ih^  English.  Longuooe .lo  instruct  Uu  students  of 

the  sad.  colleoe  uv  the  tinowUdge  of  the  Erwlish  Language  "  ?  ■  -^ 

^ain. , The  names  of  beveral  of  the.  Presidents  and  Professors  of  Rutoefs  CoUeoe  , 
such  as  Frtderich.  and  Theodore  Frelinghuysen.Dr.Hardenberg.Hasbrouck.etc  wiu  su- 
rely remind  both  you  and  its  of  the  'DiUeh  ancestry  of  these  mertt 

S.  would  also  appear  that  the  .  Fathers  in  Holland  "  exhibited  a  keen  and  lively  uUerest 
la  the  destlaiei  of  Rutgers  College  .  for,  ia  the  year  1773 ,  the  Clossis  of  the  Rebnned  Church 
ol  Amsterdoia  .together  with  \Jtic  Theological  FacuUv  of  the  LJniversi.ty  of  Utrecht  w«:re  ia- 
vited  ,,  to  recommend  a  person  whom  they  judged  qualified  to  be  called  as  president  of  Rut- 
gers College ,  who  should  at  the  same  tim^  instruct  those'  youths  who  chose  to  ploc*  Ihcmsel- 
vet  under  his  oversight  m  sacred  theology  * 

^  call  to  memory  tiial  it  ytat  in  response  to  the  applications  of  the  Reformed  Church  and  of 
the  Trustees  of  Rutgers  College ,  that  Dr.  John  H  .Llvingsloa  was  appointed  for  the  professorship 
of  theology  ;  and ,  though  it  v»as  not  until  1810  that  he  accepted  the  call  to  the  Presidency ,  yet 
for  many  years  previously  Dr.  Llvinaslaa  had  played  on.  important  part  ta  foslerlna  the  groMh 
of  Rutgers  College .  We  naturally  dwell ,  with  peculixir  salisfoctiort ,  upon,  the  fact  that  U  was  an. 
alumnus  of  our  Alma  Mater,  who  reorganised  Rutgers  College  ,  and  thcd  the  resuscitation  of 
your  Academ.y,  after  a  difficult  period  of  adversity ,  is  inseparably  associciiedwilhhisnaaLe. 

i.  vDos  he , too ,  who  gave  you  your  motto ..  Sol  lustiUae  dluilra  occideniera  ';  amotto. 
derived  with  but  a  sligV^  alteration  ,  from  that  of  our  own  DMvers'itY: .  SoliiiMitiae  lUustra 
nos'.' 

St.  perpetual  recognition,  of  the  harmoruou*  relations  which  have  continued ,  over  so 
many  years,  between  our  Academy  and  Rutgers  CoUegj , there  is  placed,  in  tJlrecW.  University, 
a  memorial  tablet  to  the  horujui^  Sf  John  H.Xivinaston  .  which  contains  these  words; 

■    Acodemiam  Rtuno-Traiectinam.;^atremAlmae  Motris  Nostra*  Salutamxis ." 

%)  this  greeting  we  now  respond ,  on  the  happy  occasion  of  the  celebration  of  vour  150*  An.« 
mversoi-y  .with,  the  axrnesX  wish  that ,  by  the  manifold  blessings  and  constant  favour  of  Al- 
mighty God ,  Rutgers  College  mayi  etyoy  an  imperishable  prospariiY : 

^  Academian  Neo-Brunsvtgeasem  fillam.  n£>stra£  olmoe  matru  Solufonui^  ? 


Ijeholf  of  the  SctuUe  of  Utrecht  Universiiy 


*Jictober  3,1910 


/^.J(r<>. 


r^ 


RcAor  i^icunUhfUtf 


LETTERS  OF  CONGRATULATION  335 


IJNivERsiTi  Laval 
Quebec 

15  juillet  1916. 
M.  le  President  du  College  Rutgers, 

New  Brunswick,  N.  J. 
Monsieur  le  President: 

L'Universite  Laval  aura  le  regret  de  ne  pouvoir  se 
faire  representer  a  la  celebration  du  cent  cinquantieme 
anniversaire  de  la  fondation  de  votre  illustre  College. 
Mais  elle  ne  veut  pas  laisser  passer  cette  occasion  de 
vous  presenter  ses  felicitations,  ses  souhaits,  et  ses  hom- 
mages. 

Nous  n'ignorons  pas.  Monsieur  le  President,  le  rang 
qu'occupe  votre  Institution  dans  le  monde  de  I'enseigne- 
ment.  Elle  pent  se  glorifier  a  juste  titre  des  hommes 
qu'elle  a  fournis  aux  sciences  et  aux  lettres,  aussi  bien 
a  la  politique  qu'aux  professions  liberales.  Elle  a  bien 
merite  de  la  Patrie,  et  1 'Universite  Laval  est  heureuse 
de  la  feliciter  de  ses  succes. 

En  ce  jour  de  cent  cinquantieme  anniversaire,  toutes 
les  maisons  d 'education  de  I'Amerique  du  Nord  sou- 
haiteront  a  votre  College,  qui  figure  parmi  leurs  ainees, 
longue  vie  et  prosperite.  Et  I'Universite  Laval  s'unit 
aux  autres  universites  pour  prier  la  Providence  de  lui 
continuer  cette  protection  et  ces  bienf aits  qui  1  'ont  rendue 
celebre  dans  le  passe  et  lui  seront  pour  I'avenir  un  gage 
assure  de  continuels  progres  tant  litteraires  que  scientifi- 
ques  et  religieux. 

Veuillez  agreer.  Monsieur  le  President,  les  voeux  bien 
sinceres  de  I'Universite  Laval  et  1 'assurance  de  mea 
sentiments  personnels  de  tres  haute  consideration. 

Frs.  Pelletier,  Ptre.,  P.  A. 
R.  U.  L. 


336 


BUTGERS  CELEBRATION 


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The  Imperial  University  op  Tokyo 
(For  translation,  see  page  126.) 


LETTERS  OF  CONGRATULATION  337 


Meiji  Gakuin 

Tokyo,  August  28th,  1916. 
The  Reverend  William  H.  S.  Demarest,  D.D.,  LL.D. 
My  dear  Dr.  Demarest: 

By  appointment  of  the  Board  of  Trustees  of  Meiji 
Gakuin;  I  have  the  honor  of  presenting  its  cordial  saluta- 
tions and  congratulations  on  the  one  hundred  and  fiftieth 
anniversary  of  the  founding  of  Rutgers  College. 

What  America  and  the  Churches  of  Christ  in  America 
owe  to  Rutgers  College  for  its  long  and  many  services 
can  be  better  recounted  by  others;  but  the  Board  of 
Trustees  of  Meiji  Gakuin  may  properly  claim  the  privi- 
lege of  expressing  its  appreciation  of  the  services  ren- 
dered by  Rutgers  to  Japan,  to  the  Church  of  Christ  in 
Japan,  and  to  Meiji  Gakuin. 

Dr.  David  Murray  and  Dr.  G.  F.  Verbeck  will  always 
be  remembered  for  the  part  they  had  in  introducing  into 
New  Japan  the  education  of  the  West;  and  among  the 
alumni  of  Rutgers  may  be  counted  a  number  of  Japanese 
leaders  in  education.  On  the  roll  of  the  Japan  Mission 
of  the  Reformed  Church  are  written  the  names  of  Dr. 
James  H.  Ballagh  and  other  alumni  who  have  had  places 
of  honor  in  the  founding  and  establishment  of  the  Church 
of  Christ  in  Japan ;  and  in  the  cemetery  of  the  old  temple 
near  by  rests  the  body  of  Dr.  M.  N.  Wyckoff,  whose  name 
is  inseparable  from  the  history  of  Meiji  Gakuin. 

This  letter  will  be  presented  in  person  by  the  Rev. 
E.  S.  Booth,  who  has  also  been  commissioned  to  repre- 
sent the  Board  of  Trustees  on  the  occasion  of  the  anni- 
versary of  the  founding  of  the  College. 

Sincerely  yours, 

Kajinosuke  Ibuka, 
President  of  Meiji  Gakuin. 


338 


RUTGERS  CELEBRATION 


THE  PRESIDENT  AND  FELLOWS  OF  HARVARD  COLLEGE 

TO  THE  PRESIDENT  AND  TRUSTEES 

OF  RUTGERS  COLLEGE 

GREETING: 

HARVARD  UNIVERSITY  sends  its  congratulations  to  Rutgers  College 
upon  the  Celebration  of  the  One  Hundred  and  Fiftieth  Anniversary 
of  the  Founding  of  the  College  on  Friday,  Saturday  and  Sunday.  October 
thirteenth  to  fifteenth,  nineteen  hundred  and  sixteen. 

GLADLY  availing  themselves  of  the  invitation  to  be  represented  at 
the  ceremonies,  the  President  and  Fellows  of  Harvard  College  have 
appointed  Francis  Joseph  Swayze,  A.M.,  LL.D.,  Justice  of  the  Supreme  Court 
of  New  Jersey,  as  their  official  delegate  and  have  charged  him  to  convey  their 
felicitations. 

GIVEN  at  Cambridge  on  the  tenth  day  of  April,  in  the  year  of  Our  Lord 
the  nineteen  hundred  and  sixteenth,  and  of  Harvard  University  the  two 
hundred  and  eightieth. 


^gWvww^ 


President. 


LETTERS  OF  CONGEATULATION 

tCo  tfie  3rnifl(tee«  anb  jFacultp 

of 

iRutBerg  College 


330 


Greeting: 


ht  Corporation  anb  :f  anittp  of  i^roton  tHntoerirttp 

/•g  {  ,  send  to  Rutgers  College  cordial  felicitation  on  jthe  attain- 
^^^  -  ment  of  one  hundred  and  fifty  years  of  public  service. 
We  have  so  recently  celebrated  our  own  sesquicentcrmial 
that  we  fully  realize  how  courage  to  face  the  future  results  from  a  survey 
of  the  past.  Your  institution  and  ours  both  were  bom  of  deep  rebgious 
faith;  both  were  named  in  honor  of  generous^ bene^urtors;  both  have 
added  to  the  classical  curriculum  departments  of  applied  science ;  both 
have  given  to  church  and  state  leaders  of  high  renown. 
We  salute  you,  our  honored  colleagues,  with  gratitude  and  faith; 
and  we  send  to  your  festival  William  Herbert  Perry  FauiKe,  President, 
and  John  Edward  Hill,  Professor  of  Gvil  Engineering,  a  graduate  of 
Rutgers  College,  as  bearers  of  our  greeting. 


(i^>y\> 


//.*. 


Pmidtnt 


540  RUTGERS  CELEBRATION 


.^t^CeyA'Cd^'?^  /i^2//i/y-€^77t€^^^(^n:cr  /tney/Cct^^^c^-^t^ 


>.^^'«dt,c^n^. 


LETTERS  OF  CONGRATULATION  341 


turtle  jbma  teucmjex0j>uw]^^  iavxcjx  %ta  at 

jemmo;  Wi^ra  ^0j9ie  mltn^^  v!3:uj0b  \xaxc\XjoL 
exmxxc  ifia^ttxuss  m  jbimxjr  iCKjrjmbjotnmjer,  immia 
\fobXiS  bxftiix,  juru^fcr,  XeliLcija  xgfjccaxavtr;  Jtt\fic 
vcxtt  xxxticcisrjfianntnr  cput  ^i«jc  VCTti^  ixvcfjmxre, 

J0ixmnt^^W:t"ttgux^xAj£« 


^! 


342  RUTGERS  CELEBRATION 


"V^eia  .^j^Nib  mm  centum  :^  quiNquAGitf- 

InSTITUTUM   V^TFfUM   (JvirATI,  ^Kl   PUEr 


fine  Uun^t^  an^  fiftieth  untiipfr^:trn 

un^  affylig^  ^titnc^s  'And  unth  W»f  wi*hf&  fcr 
the  ccnUn u vnc^  vnd  tncrtxi**  p(  pr»» yerxUi 
and  u&£ttiln€*0, 

^c  C0nv€tf  rt$€*e  MicifuH^n*  ttnd^n  in 

cyyi^r<fjfiyen\  i*-i$cch'(tcu\d  'f'churmitn  an^'pn*' 
i4**^r  jfUncVff^jr,  an  aUftnnu*  fiftiuf^^r* 


'5«<r»taro  gf  the  yatwiry. 


LETTEBS  OF  CONGRATULATION  343 

Uniucrsiti^  of  CRicKigari 

Ann  Arbor 
PrtMiAttits  OrfU€  October  10,  l^l6. 

TKc  Rc^cnt5,  Vrc3idcnl,xnd  fxcnitics  of  the 
Clniuer^iti^  of  CDicKigan  b«^  tkrougK  kkcir  rcpr«* 
sctitAtivc,  Doctor  Divim  RwdStuxrt,  Professor  o9 
Classics  in  Princeton  CInioer«itt^  an<i  a.  graduate 
of  tke  Gniuer^itt}  oF  CPicKlgan  in  iKc  class  of  1896, 
to  return  tkeir  tVianky  for  tKe  tnuitation  to  tke 
celebration  of  tke'  one  kundrc<l  arul  flftletk 
anniuersart^  of  tke  founding  of  Rutgers  an<i 
to  cxtenJ.  sincere  congratulati<m.9  and  ^ooJi 
wishce.    XKeu  rejoice  tultk  uou  in  tke  x>en^  konor* 
able  record-  of  tke  College.    It  ka^  heen  a  note- 
tvortki^  one.  And  tket^  con^pratulatc  t^ou  also 
on  tke  prospect  of  ^rcstJicr  prospertttj  ami  a 
larger  field  of  u^Fulne?^  in  tke  fukitre. 


President,  CInlverslkii  ^ 
CPickigan. 
To  the  President  and 
Trustees  of  Rutgers 
College.. 


344  BUTGERS  CELEBRATION 


^i\t  lirrrtxtTB.  l^nBibnd  and  J^ontU^  nf  %  Httttigmttg 
xtf  minrttmait  »r/  ^^ntirr^^  Irif  %  tnmlslt(m 

KuTGERS  College 

%ty  itlidhU  Uni^tn  €$Utp  m  xh  Htit 
OLVttt  fif  xniAltttntl  ^nb  ijnmanUHc  ar- 
Ktrti'9  Hnti^  \^t  (tnim^  vnb  a  |fxlf  jit^t  pat^J, 


Oolumbu»,  Ohio 


ttew  BrunsiDicK,  Hcip  Jcrsc^i 

fMBrugtccs  and  Mflttil^rf  Mhc  J|  to 

J^rcrgito  unite  inBgtjlial  1  rcrtinjs 

|§Jicfflru$tcc5  Qnd  locult?  (jfHutpcrfBol: 
Ic^c  upon  ttie  ocmsiDU  cclcbralinj  one  hundred  tWij  ne^ 
gfscrpicc  ia  jHijhcr  Bducatiotu  4'     *  1 »    ♦ 

il||C  i^m  them  hem  sotisfttrtum  to  conletnplote  ftie  aditepcmcnb  of 
llli!  these  ^CQxs>  Ghey  jMninodmirahmi  of  ttmhcnnc  5pirU5hott»n>5 
the  founders  tohosc  courogc  andsacnficcfi  supplcmetiledbi^thesmwiK 
oflcamd  men  in  later  |?eac5  tiarc  brottght  Rutgers  Colle^emt^apiwi- 

tion  of huih  esteem  among  the  educator5  ofthc  counhij.  ♦ ♦ 

Cbie  Ohio  State  Unipcr5it|?  joins  a>ith  other  in5titutioii5  of  Icom- 
mg  in  the  congrotulgtiong  ofthe  hour  and  itiflie  hope  that  the  fu^ 
ture  map  prescrpc  the  l)C5t  traditions  of  Rutgers  and  that  h^  the 
protwUon  of  hnoa>ledge.  misdom.and  culture  the  CoUegc  mca^  cm,' 
timie  its  honorable  serpiec  to  the  cansc  of  6ducatign.  ♦    ♦    ♦ 

Che  UniveRSItlY  ha*  cmmihimti. 
eijwnl  Orton  %  Rcworch  Pr(rfc55or  of 
Crramic€natiKmiM.to  prcytnt  dt(M  ^rtituv. 


piiaau>«no 


Ofte  ofiio  BttHce  tiniv«R8itn? 

Octobfr  thirtttnth  nindttn  sixtttn. 


LETTERS  OF  CONGRATULATION  345 


CbctbihMreit^  of  ftbica^o 

IPPIBtD  n-JOK  D  rnXXLTXllXM 


To    th«   Board  of  Truatao*  of  Ratgars  Coll«g«, 
!•«  BrosswloJc,  Hew  Jerioyt 

Iho  UniTtrsity 

of  Chicago  •ztands  oordlal  graatings  on  oooatlon 

of  tha   oalabration  of   tba  ona  hnndrad  and   flftlath 

annlTarsary  of  tba   foandlng  of  fiutgars  Oollagt, 

with  bast  wisbas   for   tba   daoad«a  and  tba   oantnriag 

yet   to   ooffl*   In  tbat  bocorad  Initltntlon.        Tba 

delogate  of  tba  UnlTarslty  of  Cbioago   to  praiaat 

tba eagroa tings  will  ba  Proftaaor  Jamaa  Wattfall 

Ibonpson,  Ph.D.,  of  tba  SapartiMat -of  Hiatory,  an 

alvmnus  of  Sutg«r«. 


Chicago,  Octobar  tantb      -^^^UC^^ ^^z^lfJy^<,^Ad,.i7i<, 
Hlnetoen  hundrad  elztaan    /l^^^       ^'p^C^^^K^t-in^, 


346  RUTGERS  CELEBRATION 


CkRNCOrC  INSTITUTION  OF  WASHINSTON 
W&SHINftTON.OC. 


TKB  TRUSTEES  4SD  IHB  IBVESTIOATOBS 

of  tbB 

CARWEOIE  INBTITUTIOK  OT  fABHlFOTOB 

%:tend  Greetings  and  Coogratulationa 

to 

DUTQBHS  CCtLLSSJt 

On  tlis  Ocoaeion  of  the  Cel«'br9l^^\fit  tlte 

One  Hundred  and  fiftieth  knmrQttAtS'  of  ^tsToundatioa 

yfi-th  iSentijasnts  of  higheet  Esteem,  ire  of  the 
younger-Inatitutioa  for  the  t^notlon  of  Kesearoh 
and  fiiscorery  salute  in  Admiration  our  Colleagues 
of  the  older  Organization  for  the  Adyancement  of 
Leax*nlng  and  wleh  for  it  a  long>eontlnued  career  of 
Prosperltai'  and  AchleTement. 


^/^/v^^5^,  7>'S^^c^U^«LJ^P 


President. 


*'   r.^nftJiVin^ 


extend  \9 

occasion  ^f'lis  ©ne  fom6rc6  an6  j-ifticili  Anniversary,  ceixgrut- 
•^ifations  m^  goe^-^isf^cs.  ^c  &nt  fiun6rc6  un^  fifi^  y^ars 
d^  j^ryirj-yf  service  ^(ticFt  ^^it^crs'^oflcqic  frasrcn6«rc^  to 
^tatc  axih  ^ft*irc{i,cin6  tire  liigfi  piirien -u^Facfi  t(te"'?o(fcq€  fcof^* 
among  t^c  "^olfco^cs  «?f  tfie  fan^,  ma^etftc&e  s^squiccntcnniaracr- 
ci5.c5 'jTcc^ifiarf^  afjirojiriate  an^/^rnisfi  to  i^ister  institutions 
o}T)7oriunit^  to  cxtcn^fcficitations  ^pu  jTost  acfriwcmcnts  aii<^ 
expressions  of  ^oo6ujilC  an6  conj-*i(^ent  cxjrectations  tfiatsti(f- 
larger  aclriewment  st^arf.fieintnef^itiirc.^c^nivcTsit^  of 
^ittsBurgl^un ft  rejoice  in  t(te  reafizntion  of  tfrc  largest  hoircs 
tfte  trustees  an^TacuftiJ  of  ^^tgers  ma^  entertain  for  tttc- 
'^offcge-  in  ifie-^^ears  to  come-. 

^ittsBurgfl.  ^knsjjfwma, 

©ctoBcr  tcntfi 

'!)Tincle«n  famW  sixkeit. 


LETTERS  OF  CONGRATULATION  347 


The  Carnegie  Foundation 

For  the  Advancement  of  Teaching 

576  Fifth  Avenue 

New  York 

Office  of  the 

President 

October  13,  1916. 
My  dear  President  Demarest : 

I  beg  to  express  for  the  Trustees  of  the  Carnegie 
Foundation  the  heartiest  congratulations  to  Rutgers  Col- 
lege upon  its  history  and  the  earnest  good  wishes  for  its 
continued  prosperity  and  usefulness.  As  American  col- 
leges are  reckoned,  Rutgers  is  an  old  college.  It  has 
traditions  going  back  further  than  most  colleges;  great 
men  have  gone  out  from  its  doors.  That  the  next  century 
and  a  half  may  open  to  it  a  still  wider  field  of  usefulness 
is  our  hearty  wish.  Sincerely  yours, 

Henry  S.  PRncHETT. 
President  William  H.  S.  Demarest 
Rutgers  College 

New  Brunswick,  New  Jersey 


348  RUTGERS  CELEBRATION 


First  Reformed  Church 
Hackensack,  N.  J. 

October  16th,  1916. 
At  a  meeting  of  the  Consistory  of  the  First  Reformed 
Church  of  Hackensack,  N.  J.,  held  May  the  third  the 
following  minute  was  made  of  which  this  is  a  true  copy. 

**  Resolved  hereby  to  send  the  congratulations  of  the 
Consistory  of  the  First  Reformed  Church  of  Hackensack 
ill  the  evidence  of  prosperity  attending  every  department 
of  Rutgers  College  at  this  rounding  out  of  one  hundred 
and  fifty  years  of  its  establishment  and  that  we  thank  the 
President,  Faculty,  and  Trustees  by  this  minute  for  their 
invitation  to  be  represented  at  the  Celebration  Cere- 
monies in  October  next,  and  that  the  Rev.  Albert  von 
Schlieder,  A.M.,  B.D.,  be  the  official  delegate  whose  cre- 
dentials are  herewith  enclosed." 

Albert  von  Schlieder,  President. 
Chas.  Mackay,  Clerk. 


LETTERS  OF  CONGRATULATION  349 

FiBST  Reformed  Church 
New  Brunswick,  N.  J. 
To  the 

President  and  Trustees  of  Rutgers  College, 
New  Brunswick,  N.  J. 

The  Consistory  of  the  First  Reformed  Church  of  New 
Brunswick,  N.  J.,  hereby  extend  their  greetings  and  felici- 
tations to  you  upon  the  one  hundred  and  fiftieth  anni- 
versary of  the  College  and  the  manner  in  which  the 
sesquicentennial  has  been  so  fittingly  observed. 

Our  congregation  has  had  more  than  ordinary  interest 
in  the  celebration,  in  which  the  citizens  of  New  Bruns- 
wick have  so  happily  united.  The  closest  relations  have 
existed  between  the  College  and  our  church  for  all  these 
years.  The  founding  of  the  College  brought  great  joy 
to  our  church.  The  Rev.  Johannes  Leydt,  its  second 
minister,  was  one  of  the  prime  movers  in  the  establish- 
ment of  Queen's,  now  Rutgers  College.  He  was  one  of 
the  signers  of  the  petition  to  Governor  Franklin  for  the 
charter,  and  was  appointed  a  trustee. 

The  first  President  of  the  College  was  the  Rev.  Jacob 
Rutsen  Hardenbergh,  D.D.,  who  was  also  the  third  min- 
ister of  our  church.  His  successor  in  the  pastorate,  the 
Rev.  Ira  Condict,  D.D.,  was  Vice-President  of  the  College 
and  Professor  of  Moral  Philosophy.  In  1794  he  became 
the  President  pro  tempore.  The  College  and  city  are 
largely  indebted  to  his  efforts  for  the  noble  Queen  *s 
Building,  in  which  we  all  take  such  worthy  pride.  After 
securing  the  lot  upon  which  it  stands,  he  drew  up  the 
subscription  paper  to  secure  funds  for  its  erection,  and 
had  the  joy  of  seeing  the  building  completed  several  years 
after  the  foundation  had  been  laid  in  1809. 

Jasper  S.  Hogan,  President  of  Consistory. 
WiLUAM  J.  Wagner,  Clerk. 


350  KUTGERS  CELEBRATION 


The  Fibst  Presbytebian  Chubch 
New  Brunswick,  N.  J. 
To  Rutgers  College, 
GREETING: 

Whereas  Rutgers  College  is  entering  upon  the  celebra- 
tion of  its  one  hundred  and  fiftieth  anniversary,  and 

Whereas  this  Church  has  watched  its  beginnings, 
marked  its  growth,  and  shared  its  advantages  and  privi- 
leges in  all  these  years. 

Resolved :  That  We,  the  Officers  and  Members  of  the 
First  Presbyterian  Church  of  New  Brunswick,  New  Jer- 
sey, record  our  gratitude  to  the  God  of  all  Wisdom  and 
Truth  for  the  founding  of  this  School  of  Learning  in  this 
Community ; 

Resolved:  That  we  congratulate  its  President,  Fac- 
ulty, and  Trustees  on  its  increasing  numbers,  its  broader 
course,  and  its  widening  influence; 

Resolved:  That  we  join  in  hearty  praise  and  thanks- 
giving with  those  who  celebrate  its  past  growth,  and  pres- 
ent prosperity; 

Resolved :  That  we  unite  in  prayer  for  future  enlarge- 
ment and  usefulness — that  It  may  ever  be  a  seat  of  learn- 
ing, a  center  of  life,  and  a  source  of  leadership. 

Resolved :  That  these  Resolutions  be  sent  to  the  Presi- 
dent of  Rutgers  College  and  that  a  copy  be  entered  upon 
the  minutes  of  this  Church. 
Unanimously  adopted  by  Session, 

October  10th,  1916. 

Wm.  W.  Knox,  Pastor. 
D.  C.  English,  Clerk. 


LETTERS  OF  CONGRATULATION  361 


HiLLSBOBOUGH  ReFOBMED  ChUBCH 

Millstone,  N.  J. 

October  26th.,  1916. 
To  the  President  and  Trustees  of  Rutgers  College : 

At  a  meeting  of  the  Consistory  of  the  Hillsborough 
Reformed  Church,  held  Oct.  26th.  1916,  at  Millstone, 
N.  J.,  it  was  regularly  voted  that  the  hearty  congratula- 
tions of  the  Consistory  and  Congregation  of  the  Hills- 
borough Reformed  Church  be  extended  to  Rutgers 
College  upon  her  recent  attainment  to  her  one  hundred 
and  fiftieth  anniversary. 

This  action  is  particularly  pleasing  to  the  Consistory 
and  Congregation  of  the  Church  of  Hillsborough,  not 
only  because  she  too  has  just  celebrated  her  one  hundred 
and  fiftieth  anniversary,  but  especially  because,  in  the 
present  growth  and  success  of  Rutgers  College,  she  sees 
ihe  fruits  of  contributions  not  merely  of  money  but  of 
noted  men  as  well.  Today,  therefore,  she  rejoices,  along 
with  the  rest  of  the  Church  organizations  which  have 
labored  and  prayed  for  the  attainments  of  this  present 
day. 

The  Hillsborough  Church  accordingly  congratulates 
the  President  and  Trustees  of  Rutgers  College  upon  the 
noble  work  accomplished,  the  successful  anniversary 
exercises  recently  held,  and  the  promise  of  great  future 
usefulness.  Rev.**  Andbew  Hansen, 

President  of  Consistory. 


352  RUTGERS  CELEBRATION 


Shadow  Lawn 

September  27,  1916. 
My  dear  President  Demarest : 

I  am  unaffectedly  sorry  but  it  will  be  literally  impossi- 
ble for  me  to  attend  the  Rutgers  celebration.  I  have 
been  obliged  to  make  engagements  that  cover  the  dates 
and  there  is  no  honorable  way  by  which  I  could  evade 
them,  as  there  was  no  honorable  way  in  which  I  could 
escape  from  making  them.  I  shall  think  of  the  College 
with  a  great  deal  of  interest  at  the  time,  and  wish  that 
T  could  be  present  in  person. 

Cordially  and  sincerely  yours, 

WooDRow  Wilson. 
President  W.  H.  S.  Demarest 
Rutgers  College 
New  Brunswick,  New  Jersey. 


LETTERS  OF  CONGRATULATION  353 


British  Embassy 
Washington 

September  11,  1916. 
Dear  Mr.  President: 

I  hope  I  may  assure  you  that  the  King  takes  a  lively 
interest  in  your  celebration  and  under  other  circum- 
stances I  am  sure  that  His  Majesty  would  instruct  me 
to  be  present.  Unfortunately  in  war  time  all  other  con- 
siderations must  be  subordinate  to  the  main  one  and  we 
are  debarred  from  taking  any  official  part  in  celebrations 
of  this  nature,  however  important  and  tempting. 

I  should  much  like  to  send  a  representative  to  attend 
at  Rutgers  College  and  if  it  is  in  any  way  possible  I 
should  be  very  glad  to  do  so;  but  I  cannot  be  sure  that 
anyone  can  be  spared.  I  will  inform  you  in  time,  if  this 
is  the  case.  Yours  sincerely, 

Cecil  Spring-Rice. 


354  RUTGERS  CELEBRATION 


Garden  City,  N.  Y. 

September  8,  1916. 
Dear  President  Demarest : 

I  am  exceedingly  sorry  to  be  obliged  to  return  to  Lon- 
don on  September  30th,  when  I  shall  really  have  over- 
staid  my  leave.  The  work  of  the  Embassy  in  London  is 
now  so  large  and  exacting  that  I  ought  not  to  be  longer 
absent.  This  public  duty  I  must  put  even  before  so  com- 
pelling a  reason  for  a  fortnight's  longer  absence  as  this. 

I  beg  that  you  will  assure  the  Trustees,  and  take  my 
assurance  also  for  yourself,  of  my  humble  and  hearty 
appreciation  and  my  sincere  regret.  I  wish  to  add,  too, 
my  congratulations  to  you  and  them  and  the  College  on 
this  approaching  historic  occasion,  and  to  express  my 
good  wishes  for  its  continuous  development  and  noble 
service  to  American  youth. 

I  am,  dear  President  Demarest, 
most  appreciatively  yours, 

Walter  H.  Page. 


LETTEES  or  CONGRATULATION  355 


Legation  op  the  United  States  op  America 
The  Hague,  Netherlands 

August  11,  1916. 
My  dear  Dr.  Demarest: 

Eeturning  from  a  brief  vacation  I  find  here  your  letter 
of  July  11th,  I  have  at  once  written  to  the  Rector  of  the 
University  of  Utrecht,  communicating  your  suggestion 
to  him;  and  I  shall  be  prompt  in  forwarding  to  you  his 
reply  and  anything  that  he  may  send  with  it. 

I  am  very  sorry  that  it  will  not  be  within  my  power  to 
be  present  at  the  one  hundred  and  fiftieth  anniversary 
of  Rutgers.  My  grandfather,  as  you  may  know,  was  born 
at  New  Brunswick,  and  lived  there  for  some  time.  He 
was  warmly  interested  in  Rutgers,  and  offered  me  a  house 
in  New  Brunswick  if  I  would  go  there  to  college.  But  my 
father's  influence  was  all  for  Princeton,  and  of  course 
that  was  decisive. 

Hoping  that  all  goes  well  with  you,  and  wishing  you 
a  glorious  anniversary,  I  remain. 

Faithfully  yours, 
Henry  van  Dyke. 
W.  H.  S.  Demarest,  D.D.,  LL.D. 
President  of  Rutgers  College 
New  Brunswick,  New  Jersey. 


NAMES  OF  DELEGATES 

FOREIGN  UNIVERSITIES 

Oxford  Univeesity 

*Reverend  Francis  Brown,  Honorary  Graduate 

Cambridge  University 

Professor  Louis  Vessot  King  (of  McGill  University),  Graduate 

University  op  New  Brunswick 

Professor    Robert    M.    Raymond     (of    Columbia    University), 
Graduate 
Imperial  University  of  Tokyo 

Professor  Chuzaburo  Shiba 
McMaster  University 

Reverend  Charles  Aubrey  Eaton,  Graduate 

Meiji  Gakuin 

Reverend  Eugene  S.  Booth,  Trustee 

COLLEGES  AND  UNIVERSITIES  IN  THE  UNITED  STATES 

Harvard  University 

Honorable  Francis  Joseph  Swayze,  Graduate 
College  of  Willlam  and  Mary 

President  Lyon  Gardiner  Tyler 
St.  John's  College 

President  Thomas  Fell 
Yale  University 

Professor  Richard  Swann  Lull 
University  of  Pennsylvania 

Provost  Edgar  Fahs  Smith 
Princeton  University 

President  John  Grier  Hibben 

Dean  William  Francis  Magie 
Washington  and  Lee  University 

President  Henry  Louis  Smith 
Columbia  University 

President  Nicholas  Murray  Butler 

Provost  William  Henry  Carpenter 

Dean  Frederick  Paul  Keppel 

Professor  John  Livingston  Rutgers  Morgan 

*Not  present. 

356 


NAMES  OF  DELEGATES  357 

Brown  University 

President  William  Herbert  Perry  Faunce 

Professor  John  Edward  Hill 
Dartmouth  College 

President  Ernest  Martin  Hopkins 

Professor  John  Wesley  Young 
Hampden-Sidney  College 

•President  Henry  Tucker  Graham 
Georgetown  University 

President  Alphonsus  John  Donlon 
Dickinson  College 

President  James  Henry  Morgan 

Eeverend  Henry  M.  Lawrence,  Graduate 
University  op  Maryland 

Provost  Thomas  Fell 

Philemon  H.  Tuck,  Esquire,  Graduate 
University  of  the  State  of  New  York 

President  John  Huston  Finley 

Honorable  Charles  Beatty  Alexander 

Director  Arthur  D.  Dean 
University  of  Pittsburgh 

Chancellor  Samuel  Black  McCormick 
Franklin  and  Marshall  College 

President  Henry  Harbaugh  Apple 
Washington  and  Jefferson  College 

President  Frederick  William  Hinitt 
University  of  North  Carolina 

'President  Edward  Kidder  Graham 
University  of  Vermont 

•President  Guy  Potter  Benton 
Williams  College 

Professor  George  Moritz  Wahl 
Union  College 

President  Charles  Alexander  Richmond 
Transylvania  University 

Honorable  Joab  H.  Banton,  Curator 
Middlebury  College 

Honorable  A.  Barton  Hepburn,  Trustee 
United  States  Military  Academy 

Colonel  William  B.  Gordon 
University  of  South  Carolina 

•President  William  Spenser  Currell 
Hamilton  College 

Dean  Arthur  Percy  Saunders 
Colby  College 

Honorable  Harrington  Putnam,  Honorary  Graduate 

*  Not  present. 


368  EUTGERS  CELEBRATION 

Amherst  College 

President  Alexander  Meiklejohn 
Professor  William  Pingry  Bigelow 

St.  Louis  University 

Reverend  Paul  L.  Blakely 

University  of  Virginia 

*President  Edwin  Anderson  Alderman 

Colgate  University 

Vice-President  Melbourne  S.  Read 

HoBART  College 

*President  Lyman  Pierson  Powell 

Trinity  College 

*President  Flavel  Sweeten  Luther 
Professor  Arthur  Adams 
Rensselaer  Polytechnic  Institute 

*  President  Palmer  Chamberlaine  Ricketts 

Kenyon  College 

Professor  Reginald  Bryant  AUen 
Western  Reserve  University 

President  Charles  Franklin  Thwing 
University  of  Alabama 

President  George  Hutcheson  Denny 
Haverford  College 

President  Isaac  Sharpless 
New  York  University 

Acting  Dean  Marshall  S.  Brown 

Dean  Frank  H.  Sommer 
Wesleyan  University 

Librarian  William  John  James 
Lafayette  College 

President  John  Henry  MacCracken 
Pennsylvania  College 

President  William  Anthony  Granville 

Oberlin  College 

Dr.  Lucien  C.  Warner,  Graduate 

Delaware  College 

Assistant  Professor  Zacharya  Hirsch  Srager 
Wheaton  College 

President  Samuel  Valentine  Cole 
Alfred  University 

President  Boothe  Colwell  Davis 
IlNOX  College 

Thomas  Gold  Frost,  Esquire,  Graduate 
Mount  Holyoke  College 

Dean  Florence  Purington 

*  Not  present. 


NAMES  OF  DELEGATES  359 

Univeesity  of  Michigan 

Professor    Duane    Eeed    Stuart     (of    Princeton    University), 
Graduate 

BUCKNELL  TJNIVERSITT 

President  John  Howard  Harris 

Eaelham  College 

Associate   Professor   Rayner   Wicker  sham    Kelsey    (Haverford 
College),  Graduate 
Otteebein  Univebsity 

Nolan  R.  Best,  Esquire,  Graduate 
College  of  the  City  or  New  Yoek 

Assistant  Professor  George  B.  Scott 

Howard  W.  Bloomfield,  Esquire,  Graduate 

State  Univeesity  or  Iowa 

'Associate  Professor  William  B.  Guthrie  (of  the  College  of  the 
City  of  New  York),  Graduate 
Univeesity  of  Wisconsin 

Herbert  A.  Heyn,  Alumni  President 
Heidelbeeg  Univeesity 

President  Charles  Ervine  Miller 
Univeesity  of  Eochestee 

President  Eush  Ehees 
Elhiea  College 

President  John  Balcolm  Shaw 

Tufts  College 

President  Hermon  Carey  Bumpus 

Dean  Prank  George  Wren 
Beooklyn  Polytechnic  Institute 

President  Fred  Washington  Atkinson 
Pennsylvania  State  College 

President  Edwin  Erie  Sparks 
NiAGAEA  Univeesity 

President  M.  A.  Drennan 
Univeesity  of  Chicago 

Professor  James  Westfall  Thompson 
Lake  Foeest  College 

•President  John  Scholte  Nollen 
Univeesity  of  the  South 

Professor  James  Bishop  Thomas 
Wells  College 

'President  Kerr  Duncan  MacMiUan 
Iowa  State  College 

A.  U.  Quint,  Esquire,  Graduate 
Whitman  College 

Bobert  B.  Olson,  Esquire,  Graduate 

*  Not  present. 


360  RUTGERS  CELEBRATION 

VASSAE  CkjLLEQE 

•President  Henry  Noble  MacCracken 
Professor  Herbert  E.  Mills 
University  of  Washington 

President  Henry  Suzzallo 
Massachusetts  Institute  of  Technology 
•President  Richard  C.  MacLaurin 
Gerard  Swope,  Esquire,  Member  of  the  Corporation 

University  of  Maine 

President  Robert  Judson  Aley 
Kansas  State  Ageicultural  College 

Harry  Charles  McLean,  Esquire,  Graduate 
Bates  College 

President  George  Colby  Chase 
University  of  Kansas 

Edwin  Emery  Slosson,  Esquire,  Editor 

SWARTHMORE   COLLEGE 

Vice-President  John  A.  MUler 
Worcester  Polytechnic  Institute 

•President  Ira  Nelson  HoUis 
Cornell  University 

•President  Jacob  Gould  Schurman 
Professor  Lane  Cooper 
Lehigh  University 

President  Henry  Sturgis  Drinker 

Professor  Robert  Culbertson  Hays  Heck  (of  Rutgers  College), 
Graduate 
Hope  College 

President  Ame  Vennema 
College  of  Wooster 

•President  John  Campbell  White 
Hunter  College  of  the  City  of  New  York 

President  George  Samler  Davis 
Stevens  Institute  of  Technology 

•President  Alexander   Crombie  Humphreys 

Johns  Hopkins  University 

•President  Emeritus  Ira  Remsen 

President  Frank  Johnson  Goodnow 
West  Virginia  University 

President  Frank  Butler  Trotter 
Massachusetts  Agricultural  College 

Professor  Philip  Bevier  Hasbrouck 
University  of  Illinois 

Dean  Eugene  Davenport 
University  of  California 

Professor  Charles  Bernard  Lipman 

•  Not  present. 


NAMES  OF  DELEGATES  361 

Wilson  College 

President  Ethelbert  Dudley  Warfield 
Ursinus  College 

President  George  Leslie  Omwake 
Purdue  University 

'President  Winthrop  EUsworth  Stone 
Ohio  State  University 

Dean  Edward  Orton,  Jr. 
Syracuse  University 

Chancellor  James  Eoscoe  Day 
Colorado  Agricultural  College 

Dean  Samuel  Arthur  Johnson 
Smith  College 

Professor  John  Spencer  Bassett 
University  or  Arkansas 

Professor  Eupert  Taylor  (Columbia  University),  Graduate 
Vanderbilt  University 

Professor  John  Pickett  Turner    (College  of  the  City  of  New 
York),  Graduate 
University  or  Oregon 

•Assistant  Professor  Graham  John  Mitchell 

Colorado  College 

President  William  Frederick  Slocum 
Wellesley  College 

"Professor  Helen  Abbott  Merrill 
New  York  State  College  for  Teachers 

President  A.  E.  Brubacher 
EADCLirrE  College 

Mrs.  William   Walker  Eockwell,  Graduate 

Case  School  of  Applied  Science 

Professor  Frank  Eobertson  Van  Horn 

South  Dakota  State  College  of  Agriculture 

Howard  Sherwin,  Esquire,  Graduate 
University  of  Texas 

Edward    Thurber    Paxton,    Esquire,    Secretary    of    Bureau    of 
Municipal  Eesearch 
Temple  University 

Dean  James  H.  Dunham 
Catholic  University  of  America 

Professor  John  Bartholomew  O'Connor 

GoucHER  College 

Professor  Hans  Froelicher 

Albright  College 

*  President  Levi  Clarence  Hunt 

Macalester  College 

Eeverend  William  Portes  Lee,  Graduate 

*  Not  present. 


362  RUTGERS  CELEBRATION 

Brtn  Mawb  College 

Dean  Eunice  Morgan  Schenck 

Leland  Stanford  Junior  University 

Jackson  Eli  Reynolds,  Esquire,  Graduate 
Teachers  College 

President  Nicholas  Murray  Butler 

Provost  William  Henry  Carpenter 

Dean  Frederick  Paul  Keppel 

Professor  John   Livingston  Rutgers  Morgan 
Clark  University 

•Edmund  Clark  Sanford,  Lecturer 
Barnard  College 

Dean  Virginia  C.  Gildersleeve 
Clark  College 

•President  Edmund  Clark  Sanford 
Rhode  Island  State  College 

President  Howard  Edwards 

Professor  Harriet  L.  Merrow 
University  or  Oklahoma 

Dr.  Charles  N.  Berry,  Graduate 
Randolph-Macon  Women's  College 

President  William  Alexander  Webb 
Adelphi  College 

Professor  William  C.  Peckham 
Carnegie  Institute  of  Technology 

Director  Arthur  Arton  Hammerschlag 
Carnegie  Institution  of  Washington 

President  Robert  Simpson  Woodward 
Carnegie  Foundation  for  the  Advancement  of  Teaching 
•President  Henry  Smith  Pritchett 

THEOLOGICAL  SEMINARIES 

New  Brunswick  Theological  Seminary 

Reverend  Edward  P.  Johnson 

Reverend  J.  Frederic  Berg 
Andover  Theological  Seminary 

•Professor  John  Winthrop  Platner 
Princeton  Theological  Seminary 

Professor  John  D.  Davis 
Auburn  Theological  Seminary 

President  George  Black  Stewart 
McCoRMiCK  Theological  Seminary 

Reverend  William  Carter 
Hartford  Theological  Seminary 

•President  William  Douglas  Mackenzie 
Union  Theological  Seminary 

Professor  Arthur  Cushman  McGiffert 

*  Not  present. 


NAMES  OF  DELEGATES  363 

Western  Theological  Seminary 

President  John  W.  Beardslee 
Drew  Theological  Seminart 

Professor  Wallace  MacMuUen 

LEARNED  AND  PATRIOTIC  SOCIETIES 
American  Society  of  Civil  Engineers 

John  Bogart,  Esquire,  Consulting  Engineer 
American  Philological  Association 

Professor  Edward  Capps  of  Princeton  University 
American  Institute  of  Mining  Engineers 

*Past  President  William  L.  Saunders 
American  Chemical  Society 

Professor  Leroy  W.  McCay  of  Princeton  University 
American  Society  of  Mechanical  Engineers 

Vice-President  Spencer  Miller 

Secretary  Calvin  Winsor  Rice 
Modern  Language  Association  of  America 

•Professor  Christian  Gauss  of  Princeton  University 

Professor  George  Madison  Priest  of  Princeton  University 
American  Historical  Association 

Second  Vice-President  William  Roscoe  Thayer 
American  Institute  of  Electrical  Engineers 

Professor  Malcolm  Mac  Laren  of  Princeton  University 
American  Physiological  Society 

Professor  Frederic  Schiller  Lee  of  Colimibia  University 
Geological  Society  of  America 

Acting  Secretary  Charles  Peter  Berkey 
American  Mathematical  Society 

Dean  Henry  Burchard  Fine  of  Princeton  University 
American  Psychological  Association 

President  Raymond  Dodge 
Botanical  Society  of  America 

Professor  Herbert  Maule  Richards  of  Barnard  College 
American  Ceramic  Society 

President  Lawrence  E.  Barringer 
American  Society  of  Zoologists 

•Professor  Ulric  Dahlgren  of  Princeton  University 
American  Association  of  Economic  Entomologists 

Professor  Percival  J.  Parrott  of  the  New  York  Agricultural 
Station 

American  Academy  in  Rome 

Breck  P.   Trowbridge,  Esquire 
The  Holland  Society  of  New  York 

Vice-President  Frederick  Arden  Waldron 
The  National  Society  of  the  Sons  of  the  American  Revolutioj 

Vice-President  General  Thomas  W.  Williams 

*  Not  present. 


364  RUTGERS  CELEBRATION 

REFORMED  CHURCHES 
CoLLEGiA7^  Church  of  New  York  City 

Reverend  David  James  Burrell 
The  Second  Reformed  Protestant  Dutch  Church  in  the  Citt  of  Albant 

Reverend  Joseph  Addison  Jones 
First  Reformed  Church  of  Hackensack 

Reverend  Albert  von  Schlieder 
First  Reformed  Church  of  Tarrytown 

*A.  P.  Cobb,  Elder 
The  Harlem  Reformed  Church  of  New  York  City 

Reverend  Edgar  Tilton,  Jr. 

First  Reformed  Church  of  Somerville 

Honorable  Clarence  E.  Case 
Six  Mile  Run  Reformed  Church  of  Franklin  Papk 

William  A.  De  Hart,  Esquire 
First  Reformed  Church  of  New  Brunswick 

Reverend  Jasper  S.  Hogan 

David  J.  Perrine,  Esquire 
Readington  Reformed  Church 

Reverend  Benjamin  V.  D.  Wyckoff 
Hillsborough  Reformed  Church  of  Millstone 

Reverend  Andrew  Hansen 
Reformed  Church  at  Catskill 

Reverend  John  A.  Dykstra 
First  Reformed  Church  of  Passaic 

Charles  Lounsbury,  Elder 


Not  present. 


OFFICIALS  OF  THE  CITY  OF  NEW  BRUNSWICK 

Edward  F.  Farrington,  Mayor 

Edward  J.  Houghton 

Charles  A.  Oliver,  Sr. 

James   Mershon 

John  J.  Morrison 

Commissioners 


MINISTERS  OF  NEW  BRUNSWICK  CHURCHES 

Eeverend  Howard  A.  Bulson,  First  Baptist  Church 

Reverend  John  A.  Dewald,  Evangelical  Lutheran  Church 

Beverend  Edward  W,  Hall,  Church  of  St.  John  the  Evangelist  (Episcopal) 

Reverend  Paul  Hayne,  Livingston  Avenue  Baptist  Church 

Beverend  Jasper  S.  Hogan,  First  Reformed  Church 

Reverend  J.  Mercer  Hunt,  St,  James  Methodist  Episcopal  Church 

Reverend  John  A.  Ingham,  Second  Reformed  Church 

Reverend  William  W.  Knox,  First  Presbyterian  Church 

Reverend  Henry  M.  Lawrence,  First  Methodist  Church 

Reverend  Herbert  Parrish,  Christ  Church  (Episcopal) 

Reverend  George  H.  Payson,  Suydam  Street  Reformed  Church 

Reverend  Father  Frank  J.  Quinn,  St.  Peter's  Church   (Roman  Catholic) 

Reverend  Frederick  K.  Shield,  Highland  Park  Reformed  Church 


FACULTY  OF  NEW  BRUNSWICK  THEOLOGICAL 

SEMINARY 

Reverend  J.  Preston  Searle,  D.D. 
Reverend  Ferdinand  S.  Schenck,  D.D. 
Reverend  John  Howard  Raven,  D.D. 
Reverend  Edward  P.  Johnson,  D.D. 
Reverend  J.  Frederic  Berg,  D.D. 
Reverend  John  H.  Gillespie,  D.D. 


365 


REGISTER  OP  ALUMNI  ATTENDANCE 

HONOBABY 
Cornelius  Brett,  D.D. 
Henry  W,  Callahan,  Ph.D. 
Walter  L.  Carr,  M.D.,  A.M. 
George  L.  Curtiss,  D.D. 
Edwin  B,  Davis,  A.M. 
James  F.  Fielder,  LL.D. 
Jerome  D.  Greene,  A.M. 
Charles  E.  Hart,  D.D. 
Christopher  G.  Hazard,  D.D. 
John  Grier  Hibben,  LL.D. 
W.  Bancroft  Hill,  D.D. 
Theodore  W.  Hunt,  L.H.D. 
Edward  P.  Johnson,  D.D. 
J.  Addison  Jones,  D.D. 
Calvin  N.  Kendall,  Litt.D. 
William  W.   Knox,  D.D. 
Bichard  V.   Lindabury,  LL.D. 
Alexander  MacCoU,  D.D. 
John  Henry  McCracken,  LL.D. 

Eliot  R.  Payson,  Ph.D. 

Edward  G.  Read,  D.D. 

Charles  A.  Richmond,  LL.D. 

Ferdinand  S.  Schenck,  D.D.,  LL.D. 

Austin  Scott,  LL.D. 

Edgar  Fahs  Smith,  LL.D. 

Francis  J.  Swayze,  LL.D. 

John  C.  Van  Dyke,  L.H.D. 

T.  Tileston  Wells,  Litt.D. 
366 


REGISTER  OF  ALUMNI 


367 


ALUMNI 


1852 
Ezra  r.  Mundy 

1853 
John  Bogart 
Henry  G.  Cooke 

1857 
Benjamin  C.  Sears 

1858 
Daniel  Van  Winkle 

1859 
William  H.  Vredenburgh 

1860 
John  W.  Beardslee 
Josiah  J.  Brown 
Josiah  C.  PumpeUy 

1862 
Charles  T.  Cowenhoven 
Nathaniel  H.  Van  Arsdale 
William  H.  Vroom 

1863 
John  V.  D.  Pumyea 

1864 
Nicholas  I.  M.  Bogert 
William  H.  Leupp 

1865 
John  K.  Allen 
Henry  J.  Grant 
Francis  C.  Van  Dyck 
Albert  A.  Zabriskie 

1866 
Paul  Cook 
James  Neilson 
William  Reiley 

1867 
John  B.  Church 
William  H.  Van  Doren 

1868 
Frederick  Frelinghuysen 

1869 
Holmes  V.  M.  Dennis 
J.  Ridgeway  Fell 


WiUiam  E.  Griffis 
John  Hart 
George  W.  Labaw 
M.  Bedell  Vail 

1870 
Frederick  A.  Canfield 
Luther  L.  Kellogg 
Richard  A.  Pearse 
Levi  M.  Strong 
Douwe  D.  Williamson 

1871 
John  L.  Connett 
Ezra  Doane  De  Lamater 
Haley  Fiske 
James  E.  Graham 
Andrew  Hageman 
George  E.  Pace 

1872 
James  S.  N.  Demarest 
Charles  A.  Dunham 
John  W.  Herbert 
George  H.  Large 
William  J.  Leggett 
John  A.  Van  Neste 
Richard  L.  WUliams 

1873 
William  A.  Chapman 
Charles  P.  Dorrauce 
James  K.  Dunscomb 
Bloomfield  Littell 
Abram  I.  Martine 
William  P.  Stephens 
Ira  Van  Allen 
Jacob  O.  Van  Fleet 
Elbridge  Vansyckel,  Jr. 

1874 
Joseph  R.  Duryee 
Howard  N.  Fuller 
Perry  J.  Fuller 
William  F.  Gaston 
Garrett  S.  Jones 
John  H.  Kelly 


368 


RUTGERS  CELEBRATION 


Theodore  D.  Mills 
Charles  A.  Runk 
Louis  H.  Schenck 
Alan  H.  Strong 

1875 
Howard  V.  Buttler 
Howard  Gillespy 
Robert  A.  Meeker 
Philetus  T.  Pockmau 
J.  Preston  Searle 
Arthur  L,  Titsworth 
William  P.  Watson 
Benjamin  V.  D.  Wyckoflf 

1876 
Eugene  S.  Booth 
Charles  Bradley 
Willard  W.  Cutler 
Cornelius  P.  Ditmars 
Charles  A.  Limeburner 
John  E.  Lyall 
William  W.  Schomp 
William  R.  Taylor 
Foster  M.  Voorhees 

1877 
Leonor  P.  Loree 
William  J.  Nelson 
Abram  V.  C.  Nevius 
Ellis  F.  Potter 
Henry  P.  Schneeweiss 
William  M.  Stillman 
Greorge  McC.  Taylor 
Alfred  A.  Titsworth 
Robert  F.  S,  Wark 

1878 
Louis  Bevier 
Frederick  J.  Collier 
John  E.  Elmendorf 
John  Vander  Poel 

1879 
John  E.  Ackerman 
Robert  A.  Cook 
Clarence  S.  Davison 
Isaac  W.  Gowen 
Peter  K.  Hageman 
Jason  S,  Hoffman 


Franklin  Marsh 
Seaman  Miller 
Asher  Murray 
Alfred  B.  Nelson 
George  V.  Vander  Veer 

1880 
Charles  S.  Aitkin 
William  A.  Dumont 
T.  Ely  Sehanck 
William  D.  Schoonmaker 
Bevier  H.  B,  Sleght 
John  L.  Suydam 
Joseph  A.  Van  Mater 
Charles  S.  Van  Nuis 
Frederick  Weigel 

1881 
James  H.  Aitkin 
Jesse  W.  Brooks 
John  Bruyere 
Gardner  H.  Cain 
Marion  T.  Conklin 
Thomas  H.  Grant 
Wilmer  MacNair 
William  Schmitz 
George  H.  Stephens 
Augustus  F,  Todd,  Jr. 
James  S.  Wight 
Washington  Wilson 
Garret  Wyckoff 

1882 
John  B.  Alden 
Theodore  A.  Beekman 
Philip  H.  Bevier 
William  I.  Chamberlain 
Charles  L.  Edgar 
John  H.  Gillespie 
George  H.  Johnson 
Solomon  Le  Fevre 
James  P.  Philip 
Coleman  Randolph 
Charles  H.  Rogers 
Daniel  W.  Skellenger 
Rynier  J.  Wortendyke 

1883 
Henry  W.  Beebe 


REGISTER  OF  ALUMNI 


George  B.  Bell 
Moses  G.  Bierman 
Frederick  W.  Cutler 
William  H.  S.  Demarest 
Frederick  P.  Hill 
George  E.  Jenkins 
George  M.  Lilburn 
William  C.  Miller 
John  L.  Schenck 
Alfred  F.  Skinner 
Theodore  Strong 
Duncan  D.  Sutphen 
H.  Judd  Ward 

1884 
Peter  S.  Beekman 
William  P.  Bruce 
Henry  E.   Cobb 
Henry  H.  Gifford 
John  E.  Hill 
Benjamin  Lippincott 
J.  William  McKelvey 
Charles  E.  Pattisou 
John  A.  Thomson 
J.  Alfred  Van  Nest 
Henry  R.  L.  Worrall 

1885 
Asher  Atkinson 
Morris  N.  Bemus 
Louis  F.  Bishop 
William  H.  Boocock 
Charles  Deshler 
W.  Edwin  Florance 
Walter  D.  Gregory 
Edwin  K.  Losee 
Louis  F.  Ruf 
Frank  Van  Brakle 
Charles  Van  Winkle 

1886 
George  V.  N.  Baldwin,  Jr. 
Charles  S.  Cathcart 
Lewis  B.  Chamberlain 
Elmore  DeWitt 
John  DeWitt 
Clarence  M.  DuBois 
John  M.  Farley 
Charles  B.  Ludlow 


Herbert  L.  Mattice 
Frank  O.  Nelson 
John  H.  Porter 
DeWitt  V.  D.  Reiley 
Peter  Stillwell 
Samuel  D.  Stryker,  Jr. 
George  E.  Talmage 
George  A.  Viehmann 
William  H.  Waldron 
W.  Spader  Willis 

1887 
Walter  W.  Batchelder 
William  S.  Bishop 
Warren  J.  Brodie 
Frank  A.  Pattison 
Frank  J.  Sagendorph 
Harold  Tait 
Asa  Wynkoop 

1888 
William  J.  Lansley 
Frank  L.  Mayham 
Frederick  W.  Parker 
Robert  E.  Parsons 
Sherman  G.  Pitt 
George  A.  Quakenbush 
Oscar  M.  Voorhees 
Ferdinand  S.  Wilson 

1889 
Arthur  J.  Collier 
Richard  T.  Greene 
Isaac  M.  Holly 
Harvey  S.  Losee 
George  Morris 
John  O.  Polak 
Sam  C.  Schenck 
Charles  J.  Scudder 
Frank  H.  Skinner 
George  J.  Steinmetz 
Thorfin  Tait 
Elias  W.  Thompson 

1890 
Charles  Divine 
Allen  P.  Ford 
George  W.  Glasier 
Irving  Hoagland 
William  C.  Hubbard 


m 


RUTGERS  CELEBRATION 


Arthur  P.  Mabon 
Warren  A.  Mayou 
John  A.  Potter 
S.  Ward  Righter 
Warren  R.  Schenek 
Henry  J.  Scudder 
Arthur  Spaulding 
Isaac  Sperling 
Louis  W.  Stotesbury 
Elias  B.  Van  Arsdale 
John  S.  Van  Orden 
Alexander  Van  Wagoner 

1891 
John  C.  Aydelott 
Philander  Betts,  3rd 
Joseph  C.  Castner 
PauU  J.  Challen 
Alfred  Buncombe 
Jasper  S.  Hogan 
Charles  W.  Hulst 
Henry  Lockwood 
William  F.  Mets 
William  P.  Pool 
John  H.  Raven 
Howard  A.  Reynolds 
Herbert  B.  Roberts 
Marcus  C.  Sears 
Frederick  S.  Smith 
Selah  W.  Strong 
William  V.  D.  Strong 
Isaac  M.  Sutton 
Arthur  B.  Totten 
Cornelius  D.  Vreeland 
Gillett  Wynkoop 

1892 
Winfred  R.  Ackert 
J.  Frederic  Berg 
Philip  M.  Brett 
Henry  R.  Bristol 
George  C.  Bullock 
Garrett  M.  Conover 
Charles  E.  Corwin 
John  M.  Daly 
Harry  T.  Dayton 
Robert  E.  Parley 
George  D.  Kelso 


J.  Livingston  R.  Morgan 

William  C.  Sherwood 

James  B.  Thomas 

J.  Westfall  Thompson 

Frank  R.  Van  Horn 

Frank  Voorhees 

G.  Scott  Voorhees 

1893 
Reginald  B.  Allen 
Frank  V.  R.  Cooper 
Abram  Duryee 
Philip  B.  Hasbrouck 
Joseph  A.  Headley 
Richard  S.  Lull 
William  J.  Me  Knight 
Frank  Malven 
Isaac  Messier 
Frank  W.  Remsen 
Francis  B.  Sanford 
Vreeland  Tompkins 
Albert  H.  von  Schlieder 
Herbert  M.  Waldron 

1894 
Charles  F,  Berger 
Holmes  V.  M.  Dennis,  Jr. 
Charles  M.  Dixon 
John  V.  N.  Dorr 
Abijah  C.  Fox 
Daniel  Hand 
David  N.  Henry 
J.  Kirtland  Howard 
William  A.  Kinsey 
David  Layton 
Isaac  A.  Lee 
Otto  L.  F.  Mohn 
Philip  C.  Thomas 
John  H.  Thompson 
Fred  B.  Van  Brakle 
George  M.  Van  Duzer 
Joseph  J.  Yates 

1895 
Eugene  Bogert 
A.  Schuyler  Clark 
Charles  E.  Conover 
George  R.  Deshler 
Amos  H.  Flake 


BEGISTEB  OP  ALUMNI 


371 


Irwin  W.  Howell 
Eugene  L.  Hurley 
Dwight  C.  Lefferts 
Charles  T.  Letson 
Robert  B.  Littell 
George  8.  Ludlow 
Irving  W.  Mott 
W.  Frank  Parker 
Clarkson  Runyon,  Jr. 
George  F.  Scull 
J.  Provost  Stout 
Thomas  M.  Strong 
Herman  C.  Weber 
John  Wills 
Howard  S.  Wilson 

1896 
Willard  Conger 
Lane  Cooper 
George  D.  Cornish 
Alfred  Drury 
John  L.  Duryee 
Christopher  A.   Hibler 
Thomas  H.  Letson 
Charles  G.  Mallery 
Frank  L.  Manning 
Bartholomew  F.  Monaghan 
Livingston  P.  Moore 
Daniel  L.  Morrison 
Robert  C.  Nicholas 
Charles  S.  Pool 
Edward  T.  F.  Randolph 
Irving  L.  Reed 
Allison  B.  Roome 
Garret  Van  Cleve 
John  B.  Voorhees 
Howard  E.  White 
M.  Royal  Whitenaek 

1897 
J.  Neilson  Carpender 
Raymond  V.  Carpenter 
Clifford  P.  Case 
Morrison  C.  Colyer 
David  A.  Conover 
William  G.  Cook 
Alfred  Erickson 
Hugh  Haddow,  Jr. 


Seymour  D.  Ludlum 
Henry  Marelli 
Charles  M.  Mason 
Andrew  J.  Meyer 
William  J.  Morrison,  Jr. 
George  A.  Osborn 
Arthur  E.  Owen 
Louis  P.  Peeke 
Andrew  J.  Walter 

1898 
Charles  F.  Benjamin,  Jr. 
John  Black 
Willard  P.  Clark 
James  Collins 
Edward  Dawson 
Floyd  Decker 
Francis  K.  W.  Drury 
John  B.  Guthrie 
George  Harrington 
William  E.  Kelly 
Jacob  G.  Lipman 
W.  Allen  Messier 
Edward  G.  W.  Meury 
Albert  R.  Riggs 
Lyman  M.  Smith 
J.  Jervis  Vail 
Elliott  E.  Van  Cleef 
George  T.  Vaules 
Havelock  Walser 
Jacob  Wyckoff 

1899 
Henry  W.  Banta 
Hamlet  P.  Collins 
Robert  W.  Courtney 
Samuel  M.  Cuddeback 
Theodore  C.  Fischer 
Clarence  Garretson 
William  A.  Growney 
William  R.  Hart 
Harry  L.  Marker 
John  W.  Mettler 
Richard  Morris 
Albion  E.  Preble 
Louis  J.  Quad 
Lawrence  P.  Runyon 
Augustus  H.  Shearer 


372 


EUTGEBS  CELEBRATION 


John  W.  Thompson 
Frederick  G.  von  Gehren 
David  C.  Weidner 

1900 
Person  M.  Brink 
Clarence  E.  Case 
Harold  T.  Edgar 
A.  Boylan  Fitz  Gerald 
J.  Bayard  Kirkpatrick 
William  M.  McClain 
Ellis  B.  McLaury 
Balph  B.  Parsons 
De  Witt  Rapalje 
Ernest  H.  Rapalje 
Chilion  R.  Roselle 
Waldo  A.  Titsworth 
Winant  Van  Winkle 
Graham  C.  Woodruff 

1901 
William  P.  Allen 
D.  Frederick  Burnett 
Walter  F.  Burrows 
John  Q.  Frey 
James  L.  Garabrant 
George  W.  Gulick 
Frederick  M.  Hart 
Edward  P.  Johnson 
William  P.  Patterson 
J.  Paulding  Read 
Benjamin  F.  White 

1902 
Arthur  Adams 
Harry  U.  Badeau 
Hobart  L.  Benedict 
G.  Harold  Buttler 
Frederick  W.  Conger 
Dorman  T.  Connet 
Morris  M.  Davidson 
Spencer  C.  Devan 
Edgar  L.  Dickerson 
W.  TenEyck  Elmendorf 
Orville  E.  Fisher 
Frederic  E.  Foertner 
Lewis  E.  Harris 
William  L.  Kuehnle 
J.  Daniels  Richardson,  Jr. 


Harold  S.  Riggins 
Frank  W.  Russum 
Andrew  J.  Steelman,  Jr. 
Charles  W.  Stevens,  Jr. 
Frederic  W.  Smith 
Balph  O.  Smith 
Charles  M.  Titsworth 
Nicholas  N.  Williamson 

1903 
Daniel  H.  Applegate,  Jr. 
Chester  T.  Brown 
Frederic  S.  Bush 
Greorge  W.  Conover 
D.  Raymond  Edgar 
Eugene  W.  Erler 
William  A.  Fisher 
Burton  J.  Hotaling 
Howard  F.  Kirk 
William  F.  Little 
Robert  H.  Neilson 
Earle  J.  Owen 
Austin  W.  Scott 
Frank  E.  Spring 
Paul  J.  Strassburger 
Percy  L.  Van  Nuis 
Otto  R.  Voelker 

1904 
Charles  R.  Blunt 
Nathan  Campbell 
Emil  E.  Fischer 
Frederick  W.  Gaston 
A.  EUet  Hitchner 
Harry  J.  Howell 
Charles  B.  Lipman 
J.  Clarence  Miller 
Ridgway  F.  Moon 
Herbert  W.  Moore 
Herman  A.  Plusch 
Warner  I.  Risley 
Thomas  E.  Van  Winkle 

1905 
Bayard  C.  Applegate 
Guy  H.  Bergen 
Simon  Blocker 
J.  Howard  Brinckerhoff 
Elliott  C.  Burrows 


REGISTER  OF  ALUMNI 


373 


Henry  B.  Carpender 
Charles  W.  Chappel 
George  H.  Cook 
Charles  A.  Morris 
Dale  E.  Roberts 
Arthur  V.  Schenck 
Albert  B.  Smith 
Albert  L.  Stillman 
Daniel  G.  Verwey 
Charles  P.  Wilber 
John  H.  Wyckoff 

1906 
G.  Gouvernear  Ashwell 
T.  Harvey  Bruce 
David  A.  Decker 
Howard  S.  Gay 
Harold  R.  Green 
Arthur  V.  Gregory 
David  Jenkins 
Maurice  I.  L,  Kain 
Frank  O.  Mittag,  Jr. 
Nelson  S.  Moore 
J.  Harvey  Murphy 
Norbury  C.  Murray 
Harry  W,  Noble 
Frank  R.  Pratt 
George  H.  Roeder 
Oliver  J.  Schoonmaker 
George  O.  Smalley 
William  H.  Woodruff 

1907 
Charles  C.  Armstrong 
Ralph  L.  Beach 
John  C.  Bergen 
Charles  N.  Doolittle 
William  R.  Hughes 
Albert  R.  Johnson 
Clifford  D.  Mayhew 
Walter  E.  Nelson 
Alex  W.  Quackenboss 
Harvey  C.  Robins 
Frederick  W.  Scott 
Harry  J.  Stockum 
I.  Victor  Stone 
Ralph  D.  Van  Duzer 
Russell  E.  Watson 


Raymond  P.  Wilson 
Williamson  S.  Woodruff 

1908 
C.  Drysdale  Black 
Harry  F.  Brewer 
Stockton  Cranmer 
Charles  Elliot 
Harry  S.  Feller 
Douglas  J.  Fisher 
Alvin  B.  Fox 
Max  J.  Hemmer,  Jr. 
Harris  A.  Jamison 
Robert  A.  Lufburrow 
Irving  L.  Owen 
Richard  C.  Rice 
William  P.  Seddon 
Harold  R.  Segoine 
Martin  S.  Steelman 
Frank  H.  Stobaeus 
Arthur  C.  Swift 

1909 
Marcus  C.  T.  Andreae 
James  W.  Babcock 
Raymond  L.  Baldwin 
Frederick  L.  Bascom 
George  S.  Bolsterle 
Charles  E.  Cor  bin 
Howard  K.  Dilts 
George  W.  Hart 
John  W.  Janvier 
Luther  H.  Martin 
Frank  A.  Morrison 
Robert  Nutt 
Frederick  F.  Read 
Ralph  F.  Ritter 
Walter  H.  Rugen 
Edward  R.  Schneider 
James  B.  Scott 
Walter  C.  Sedam 
Luman  J.  Shafer 
Zacharya  H.  Srager 
Samuel  R.  Taverner 
Herman  Vanderwart 
W.  Lloyd  Van  Keuren 
Rush  B.  Van  Sickle 
Samuel  B.  Vrooman,  Jr. 


374 


EUTGERS  CELEBRATION 


William  H.  Wallace 
Raymond  B.  Walling 

1910 
William  G.  Atwood 
Charles  W.  Butler 
Jesse  F.  Durfee 
William  B.  Duryee,  Jr. 
Kenneth  S.  Franklin 
William  P.  Garrison 
Clarence  W.  Green 
George  M.  Green 
Morgan  Hand,  Jr. 
Andrew  Hansen 
Charles  C.  Hommann,  Jr. 
Ernest  C.  Moffett 
Herbert  W.  Nafey 
Ralph  N.  Perlee 
Russell  F.  Stryker 
J.  Claude  Thomson 
Frank  H.  Van  Winkle 
Walter  A.  Winne 

1911 
William  V.  Becker 
J.  Harold  Beekman 
Herman  C.  Brewster 
Vincent  J.  Casale 
Edward  C.  Dana 
Roscoe  De  Baum 
Ernest  T.  Dewald 
Willard  C.  Durham 
Wallace  T.  Eakins 
Scott  M.  Fell 
G.  Stanley  Fisher 
Joseph  R.  Forsyth 
Louis  R.  Freund 
Charles  E.  Jacquart 
George  E.  Jones 
Henry  Kreh,  Jr. 
Warren  W.  Oley 
Dorrance  W.  Palmer 
Frank  R.  Parker 
Raymond  S.  Patterson 
Theodore  N.  Pockman 
W.  Earl  Rochford 
George  M.  Sangster,  Jr. 
Frederick  M.  Smith 


Howard  A.  Smith 
John  B.  Smith 
Hiram  Steelman,  Jr. 
Earle  C.  Stillwell 
Louis  B.  Van  Dyck 
John  H.  Voorhees 

1912 
Harold  C.  Amos 
Perry  H.  Bascom 
John  W.  Bissett 
Edward  F.  Blatz 
Walter  S.  Bloom 
Leonard  S.  Briggs 
William  Carpender 
Henry  C.  Cooper 
Elbron  Fisher 
Francis  C.  Fitting 
Fred  M.  Fountain 
Russell  W.  Gies 
S.  Parker  Gilbert,  Jr. 
Frederic  Glander 
Jacob  W.  Groendyks 
Edwin  H.  Halsted 
Valentine  B.  Havens 
William  G.  Herrman 
Henry  K.  Hotaling 
Henry  V.  Jacobson 
Ralph  J.  Kieffer 
Lionel  F.  Liebschutz 
Alson  C.  Llewellyn 
John  F.  McGovern,  Jr. 
J.  Preston  Mailler 
James  W.  Mailler 
William  H.  Martin 
John  D.  Morrison 
M.  Claude  Moseman 
J.  Richard  Nevius 
Herbert  R.  Peebles 
Vivian  C.  Ross 
Robert  Schmidt 
Edward  C.  Scott 
W.  Rudolf  F.  Stier 
Arthur  B.  Titsworth 
Earl  E.  Van  Derwerkei 
Charles  S.  Wehrly 
Dexter  White 


REGISTER  OF  ALUMNI 


375 


1913 
Walter  Bastedo 
Herbert  M.  Bergamini 
Arthur  D.  Bergen 
James  F.  Burke 
Edwin  F.  Cathcart 
E.  Dudley  Chase 
Lester  E.  Cook 
Ralph  E.  Cooper 
Henry  Z.  Cozzens,  Jr. 
J.  Clyde  Enk 
Frank  E.  Field 
Joseph  K.  Folsom 
Hugh  J.  Gaffney 
Cuthbert  W.  Haasis 
Donald  Havens 
Carl  Hegstrom 
Walter  Hornbruch 
August  Leistner 
Jesse  B.  Leslie 
Howard  D.  McKinney 
George  R.  Merrill 
Mahlon  G.  Milliken 
Oliver  F.  Mitchell 
C.  Wolfe-Tone  Overton 
Arthur  A.  Prentiss 
John  H.  S.  Putnam 
George  H.  Ramsey 
Jack  C.  Richer 
G.  Raymond  Robinson 
Cornelius  F.  Schenck 
Harold  W.  Schenck 
Samuel  M.  Sharkey 
Earl  R.  Silvers 
E.  Tiel  Smith 
Hilmar  F.  Smith 
Charles  C.  Stover 
Edward  C.  Stover,  Jr. 
Theodore  Van  Winkle 

1914 
Harry  M.  Allen 
Roy  B.  Anderson 
Adolph  H.  Baumann 
Charles  S.  Beckwith 
Frank  D.  Blanchard 
Edward  H.  Brill 


Oren  F.  Browning,  Jr. 
Casper  Buechner 
Kingsland  Camp 
F.  Oscar  Church 
Edgar  C.  Cook 
Samuel  C.  Cooper 
Reginald  B.  Crowell 
Henry  K.  Davies 
R.  Parkhurst  Dickerson 
Robert  G.  Dooling 
John  S.  Elliott 
C.  Arlington  Hallenbeck 
Frederic  W.  Holcomb 
Howard  F.  Huber 
William  T.  Hulsizer 
Albert  G.  Leeds 
Reginald  P.  Lukens 
William  H.  McCallum 
Bryce  I.  MacDonald 
Neil  MacDougall 
George  B.  Maxson 
Louis  R.  Menagh,  Jr. 
Arthur  C.  Metcalf 
George  Moore,  Jr. 
George  R.  Morrison 
James  Morrow 
James  A.  Newmeyer 
Edward  T.  Parton 
Thomas  U.  Purrington 
Lloyd  F.  Regendahl 
Edward  R.  Schmid 
George  W.  Schmidt 
William  W.  Summerill 
Theodorus  M.  Thorburn 
David  B.  Van  Dyck 
Walter  M.  Van  Wagner" 
John  W.  Wall 
Paul  Walrath 
Joseph  A.  Ward 
J.  Deshler  Wilmot 
Carl  R.  Woodward 
William  L.  Wyckoff 

1915 
Richard  Ashman 
Harry  N.  Blue 
Frederick  C.  Brush 


376 


EUTGERS  CELEBRATION 


J.  Wesley  Bulmer 
William  H.  Campbell,  Jr. 
John  C.  Conger 
Charles  B.  Conover 
Horace  V.  Cory 
Edward  J.  Crane 
Douglas  Cummings 
E.  Johnson  De  Witt 
Louis  Du  Bois 
Harry  W.  Edgar 
Spencer  D.  Embree 
Charles  H.  Engelhard 
Harold  R.  Fick 
Russell  Fleming 
Bradley  J.  Folensbee 
Joseph  R.  French 
Benjamin  A.  Furman 
Lawrence  G.  Gillam 
John  C.  Green,  Jr. 
J.  Bertram  Howell 
Ned  O.  Howlett 
Ralph  M.  Hubbard 
Russell  W.  Hunt 
Alvin  R.  Jacobsen 
Eric  H.  Jentz 
Joseph  Kerr 
Arthur  Kuntz 
Morton  Lang 
W.  Durward  McCloskey 
Samuel  Mandel 
C.  Raymond  Martin 
George  D.  Norcom 
Stanley  U.  North 
Bernard  Pear 
Israel  Reiner 
Franklin  M.  Ritchie 
Philip  Ritter,  Jr. 
Ime  M.  Rose 
Russel  J.  Savitz 
George  Schlotterer 
Walter  E.  Schwanhausser 
Robert  W.  Searle 
William  E.  Skillman 
George  J.  Smith 
Howard  Smith 
William  H.  Stang 


Irving  B.  Stanton 
Elroy  W.  Steedle 
Robert  F.  E.  Stier 
Theodore  G.  Sullivan,  Jr 
Milton  A.  Thomson 
Harvey  I.  Todd 
Ralph  T.  B.  Todd 
Laird  S.  Van  Dyck 
RusseU  D.  Van  Sickle 
Theodore  Voorhees 
Allen  G.  Waller 
A.  Dudley  Watson 
Harry  E.  Watt 
George  W.  Winslow 

1916 
Raymond  M.  Austin 
WUliam  H.  Bowles 
Christian  W.  Braun 
David  N.  Bulloch 
Murray  A.  Chittick 
James  M.  Coleman 
Clifford  J.  Coleville 
Sherman  L.  Conklin 
Clarkson  A.   Cranmer 
Tracy  L.  Elmendorf 
Walter  H.  Farley 
Adrain  R.  Fisher 
Ross  H.  Flanagin 
Edwin  Florance 
Myron  J.  Folensbee 
William  L.  Gay 
Louis  B.  Gittleman 
Herbert  F.  Haley 
Donald  D.  Hand 
Ralston  R.  Hannas 
G.  Russell  Hartley 
Richard  B.  Hiller 
Jonothan  H.  Huntington,  3rd 
WiUiam  T.  Hutchinson 
Edward  S.  Ingham 
Harry  L.  Jennings 
Frank  C.  Johnson 
P.  Klemmer  Kalteissen 
Albert  Kreh 
Linwood  L.  Lee 
Arthur  R.  Levris 


REGISTER  OF  ALUMNI 


377 


Malcolm  MacKenzie 
Clifford  McLaughlin 
Harvey  T.  Mann 
Julian  F.  Miller 
Adrian  S.  Minton 
John  Monteith,  Jr. 
Jared  B.  Moore 
Joseph  Ratner 
Charles  H.  Reed 
Walter  D.  Reese 
Harry  J.  Rockafeller,  Jr. 
George  B.  Roesch 
Leo  Rogin 
Georges  D.  Romeike 
James  B.  Scarr 


Robert  L.  Scharring-Hausen 
David  Schmidt 
William  A.  Schure,  Jr. 
Raymond  B.  Searle 
Lawrence  W.  Sharp 
Harry  Sloane 
William  S.  Sprague 
Lewis  J.   Taylor 
Benjamin  E.  Thomas 
Frederick  J.  Ulrich 
Harold  W.  Van  Liew 
Ralph  W.  Voorhees 
Hugo  O.  Wendel 
George  H.  Whisler 
Walter  K.  Wood 


POSTGRADUATE  ALUMNI 


Howard  W.  Bloomfield 
Albert  C.  deRegt 


Harry  C.  McLean 
Willard  C.  Thompson 


THE  COLLEGE  REGISTER 

BOARD  OF  TRUSTEES 

EX  OFFICIO 
His  Excellency  James  F.  Fielder,  LL.D. 

Governor  of  the  State  of  New  Jersey 
Honorable  William  S.  Gummere,  LL.D. 

Chief  Justice  of  the  State  of  New  Jersey 
Honorable  John  W.  Weseott,  B.A.,  LL.B. 

Attorney-General  of  the  State  of  New  Jersey 

BY   ELECTION 
Eeverend  Wm.  H.  S.  Demarest,  D.D.,  LLJ). 

President  of  the  College 
David  Bingham,  Esquire 
Tunis  G.  Bergen,  Ph.D. 
Frederick  Frelinghuysen,  A.M.,  LL.D, 
James  Neilson,  A.M.,  LL.B. 
Frederick  J.  Collier,  A.M. 
Paul  Cook,  A.M. 
William   H.   Leupp,  A.M. 
Eeverend  J.  Preston  Searle,  D.D. 
John  W.  Herbert,  Jr.,  M.Sc,  LL.B. 
Honorable  William  H.  Vredenburgh,  LL.D. 
Honorable  Foster  M.  Voorhees,  LL.D. 
Honorable  Alphonso  T.  Clearwater,  LL.D. 
Howard  N.  Fuller,  A.M. 
L.  Laflin  Kellogg,  LL.D. 
Eeverend  Joseph  E.  Duryee,  D.D. 
PhiHp  M.  Brett,  A.B.,  LL.B. 
Charles  L.  Edgar,  E.E. 
Honorable  W.  Edwin  Florance,  A.M. 
Honorable  Drury  W.  Cooper,  A.B.,  LL.B. 
Eeverend  William  I.  Chamberlain,  D.D. 
Leonor  F.  Loree,  M.Sc,  C.E. 
Duncan  D.  Sutphen,  A.B. 
Eeverend  Henry  Evertson  Cobb,  D.D. 
Eeverend  William  Bancroft  Hill,  D.D, 
Honorable  William  Shields  Myers,  D.Sc, 
Howard  Elting,  B.Sc. 
Honorable  Alfred  F.  Skinner,  A.B. 
Honorable  Gilbert  D.  B.  Hasbrouck,  A.M. 
Eeverend  John  Howard  Eaven,  D.D. 
Otto  Hermann  Kahn,  Esquire 
Alan  Hartwell  Strong,  A.M. 
Holmes  Van  Mater  Dennis,  Jr.,  A.M.,  LL.B. 
John  Wyckoff  Mettler,  M.Sc,  LL.B. 
Ernest  E.  Ackerman,  Esquire 
J.  Amory  Haskell,  Esquire 
378 


THE  COLLEGE  REGISTER 


379 


FACULTY 


William  H.  S.  Demareat,  President 
Francis  C.  Van  Dyck,  Professor 
Austin  Scott,  Professor 
Louis  Bevier,  Professor 
Alfred  A.  Titsworth,  Professor 
Byron  D.  Halsted,  Professor 
John  C.  Van  Dyke,  Professor 
Eliot  R.  Payson,  Professor 
William  H.  Kirk,  Professor 
J.  Volney  Lewis,  Professor 
Edwin  B.  Davis,  Professor 
Walter  R.  Newton,  Professor 
Ralph  G.  Wright,  Professor 
Robert  C.  H.  Heck,  Professor 
Frank  F.  Thompson,  Professor 
Richard  Morris,  Professor 
Walter  T.  Marvin,  Professor 
Jacob  G.  Lipman,  Professor 
Charles  H.  Whitman,  Professor 
E.  Livingston  Barbour,  Professor 
John  H.  Logan,  Professor 
Melville  T.  Cook,  Professor 
Thomas  J.  Headlee,  Professor 
Maurice  A.  Blake,  Professor 
Alva  Agee,  Professor 
Fred  H.  Dodge,  Professor 
William  E.  Breazeale,  Professor 
Charles  H.  Elliott,  Professor 
Shelby  C.  Leasure,  Professor 
Frederick  C.  Minkler,  Professor 
William  J.  Carson,  Professor 
Harry  R.  Lewis,  Professor 
Floyd  E.  Chidester,  Professor 
Stanley  E.  Brasefield,  Professor 
Arthur  R.  Moore,  Professor 
George  H.  Brown,  Professor 
Charles  B.  Lewis,  Professor 
Edward  L.  Stevenson,  Formerly  Pro- 
fessor 

Ferdinand    S.    Schenck,    Acting   Pro- 
fessor 
Albert  C.  de  Regt,  Associate  Professor 
Edmond  W.  Billetdoux,  Associate  Pro- 
fessor 
Ralph  O.  Smith,  Associate  Professor 
Henry  B.  North,  Associate  Professor 
Clarence  Ward,  Associate  Professor 


Augustine    W.    Blair,   Associate   Pro- 
fessor 
William  B.  Twiss,  Associate  Professor 
Frank  R.  Pratt,  Assistant  Professor 
Albert    R.    Johnson,    Assistant    Pro- 
fessor 
William  B.  Stone,  Assistant  Professor 
Frederick    F.    Couch,    Assistant    Pro- 
fessor 
Edward  F.  Hauch,  Assistant  Professor 
Harry  N.  Lendall,  Assistant  Professor 
Frank  App,  Assistant  Professor 
John  P.  Helyar,  Assistant  Professor 
Stuart  A.  Stephenson,  Jr.,  Assistant 

Professor 
Charles  Hale,  Assistant  Professor 
Arthur  J.  Farley,  Assistant  Professor 
Henry  P.  Schneeweiss,  Treasurer 
George  A.  Osborn,  Librarian 
Luther     H.     Martin,     Registrar     and 

Secretary  of  the  Faculty 
William  P.  Kelly,  Headmaster  of  the 

Preparatory  School 
John  H.  Raven,  Instructor 
Henry  B.  Kiimmel,  Lecturer 
Leigh  W.  Kimball,  Instructor 
Lyman  G.  Schermerhom,  Instructor 
Mayne  S.  Maaon,  Instructor 
Lloyd  S.  Riford,  Instructor 
Roy  F.  Irvin,  Instructor 
Norman  S.  Parker,  Instructor 
Charles  F.  Geiger,  Instructor 
Morell  B.  Baker,  Instructor 
Alvah  Peterson,  Instructor 
Willard  C.  Thompson,  Instructor 
Edward  F.  Johnson,  Instructor 
William  D.  Rees,  Instructor 
Sherley  W.  Morgan,  Instructor 
George  A.  Williams,  Instructor 
Bryce  I.  MacDonald,  Assistant 
John  M.  Hunter,  Assistant 
Richard  Ashman,  Assistant 
Edward  R.  Schmid,  Assistant 
Clifford  J.  Colville,  Assistant 
J.  Claude  Thomson,  Assistant 
James  H.  Reilly,  Instructor 
William  P.  White,  Assistant 


380  EUTGERS  CELEBRATION 

Charles  F.  Siebert,  Assistant  Carita  Judd,  Library  Assistant 

Algot  Erlander,  Assistant  George    M.    Weigel,    Registrar 's    As- 
William  J.  Hazel,  Assistant  sistant 

Mary  Gillespie,  Assistant  Librarian  Edith  Bergen,  Treasurer's  Assistant 

Catherine    L.    Davidson,    President's  Alexander    S.    Graham,    Library    As- 

Secretary  sistant 

Earl  R.  Silvers,  President's  Assistant  Gertrude  O.  Broffe,  Library  Assistant 

William   S.  Valiant,   Curator   of   Mu-  Ralph    W.    Voorhees,    Alumni    Field 

seum  Secretary 

T.    Howard    Smith,    Treasurer 's    As-  Daniel  S.  Smart,  Y.  M.  C.  A.  Secretary 

sistant  Howard    D.    McKinney,    Director    of 
Marion  Cushman,  Library  Assistant  Music 


GRADUATE  STUDENTS 

Franklin  Elmer  Allison  John  Monteith,  Jr. 

Raymond   Leslie   Baldwin  Mrs.  Mary  Mitchell  Moore 

David  Augustus  Coleman  Joseph  R.  Neller 

Roland  Edward  Curtis  John  Vincent  Piper 

James  Westbay  Day  Fidel  Paul  Schlatter 

Carl  Raymond  Fellers  David  Schmidt 

Conrad  Martin  Haenseler  OrviUe  Carl  Schultz 

Herbert  Francis  Haley  Carl  Alois  Schwarze 

George  Peter  Koch  Benjamin  Edmund  Thomas 

Nicholas  Kopeloff  Allen  George  Waller 

Webster  Sherburn  Krout  Jan  Waszko 

Harry  C.  McLean  Michael  Ivanovitch  Wolkoff 

William  Hope  Martin  Carl  Raymond  Woodward 
Adrian  Coley  Minton 


THE  COLLEGE  REGISTER 


381 


UNDEBGBADUATES 
1917 


David  Milton  Paul  Abt 
David  Greenlie  Ackemian 
Lauren  Sinclair  Archibald 
Obadiali  Pellet  Armstrong 
Charles  Egbert  Benjamin 
Charles  Edward  Bloodgood 
Winfred  Colby  Bloom 
Herbert  Waldemar  Boes 
Paul  Mitchell  Bowen 
Robert  Oswald  Bowlby 
Lawrence  Fulton  Braine,  Jr. 
Morris  Breitkopf 
Frank  Haviland  Broome 
Joseph  Leslie  Chambers 
Louis  Apgar  Cooley 
Percy  Eugene  Cunnius 
Max  Drill 
Willis  Pierre  Duruz 
Herman  Eisenberg 
Rudolph  Elmer 
Harold  WUlis  Faint 
Harold  Irving  Fawcett 
Lawrence  Henry  French 
Earl  Courtney  Gaskill 
Isidor  Bip  Glucksman 
Manton  Lewis  Graff 
Benjamin  Bernardus  Hagemau 
Herbert  DeFreest  Hamm 
Frederick  Benjamin  Heitkamp 
Wilbur  Copley  Herbert 
Alfred  Gustav  Hewel 
Alfred  Mervin  Hickman 
Harry  Britton  Holcombe 
Albert  William  Holzmann 
Arthur  Fred  Hope 
Harry  Latimer  Janeway 
John  William  Johnson 
Jerome  Kahn 
Harry  Rampey  Elein 


Herbert  Clarence  Koehler 

Walter  Fred  Kroemmelbein 

Joel  Lee  Larew 

Roy  Francis  Layton 

Marvin  Leeds 

Max  Levy 

Clifton  Henry  Luster 

Charles  Francis  McDonald,  Jr. 

John  Broomfield  Maddock 

Robert  Van  Emburg  Martin 

Floyd  Edward  Mehrhof 

Alan  Bertram  Miller 

Clifford  Pierson  Osborne 

Gustav  Patz 

George  John  Augustus  Perpente 

Alfred  Leslie  Pfeil 

John  Lawrence  Pitt 

John  Kingsley  Powell 

Karl  Henry  Ruh,  Jr. 

Francis  Joseph  Scarr 

Sydney  Seidler 

Edwin  Arthur  Seidman 

Herbert  Walter  Seidman 

Walter  Hamilton  Seward 

Benjamin  Shanefield 

Lansing  Peter  Shield 

Harry  Spitzer 

John  Bayard  Stevens 

Frederick  Summerill 

Robert  Gerald  Test 

Lawrence  Dorland  Thompson 

James  Wallace  Thomson 

William  Phillips  Thorp,  Jr. 

Louis  Trimnell,  Jr. 

Irving  Russell  Troll 

Harold  Ehler  Wettyen 

William  Whynman 

William  Stanley  Woodward 


382 


EUTGEBS  CELEBRATION 


1918 


Willis  Wolcott  Angiis 
Melbourne  Sawford  Applegate 
Frank  Samuel  Beckwith 
Walter  Herman  Beisler 
Henry  Caspar  Berg 
Eugene  Edward  Beyer 
Daniel  Hudson  Bowman 
Elmer  Gladstone  Bracher 
Chester  Earl  Breece 
Philip  Marcus  Brenner 
William  Franklin  Buchanan 
Irving  Ditmars  Buttler 
Melvin  Campbell 
Marcus  Aurelius  Canfield,  Jr. 
William  Michael  Cherry 
Walter  Leland  Childs 
Robert  Irving  Clark 
Frank  LaFetra  Clayton 
Lucius  Yates  Conahey 
Allen  Ford  Conger 
Byron  Pennington  Croker 
Norman  Fredrik  Dahl 
Donald  Edwin  Davis 
John  Sherman  DeLamater 
Domenic  Vincent  Andrew  Delia 

Volpe 
Searle  Benwell  Dougherty 
Arthur  Dorward  Drake 
Anson  Mapes  Du  Bois 
James  Blanchard  Durand 
Joseph  Hoffman  Edgar 
Irving  Benjamin  Emery 
Norman  Kohler  Eypper 
Alexander  Ernest  Ferguson 
Arthur  Louis  Fink 
Charles  Russell  Gildersleeve 
Louis  Ginsberg 
Irving  Golodner 
August  Louis  Grimme 
William  Hamilton  Hann 
Joseph  Jacob  Haupt,  Jr. 
Harold  James  Hawkins 
Stephen  Joseph  Herben,  Jr. 
William  Scudder  Higbie 
Harold  Ben  Hill 
Wilgus  Alexander  Holman 


George  Warren  Ingling 
Fred  Walter  Jackson 
Jacob  Joffe 
Ralph  Stuart  Jones 
Noel  Dunham  Ludlow 
John  Dennis  Lyons 
George  Alexander  MacDonald 
Robert  Abbe  McKenzie 
AUister  Palmer  MacLeod 
Howard  Fitz  Randolph  Mason 
Ludwig  Meuser 
Frank  Manley  Meyereud 
Harold  August  Miller 
Walter  Richard  Netzel 
Royal  Franklin  Nichols 
George  Bodo  Otto 
William  Nelson  Packard 
Elmer  Willard  Packer 
William  Patz 
Graham  Pelton 
George  Herbert  Perry 
Carl  WiUiam  Pfeil,  Jr. 
James  Hall  Pitman 
John  Wesley  Rastall 
John  Romine  Riker,  Jr. 
Joseph  Middleton  Roberts,  Jr. 
Andrew  William  Roy 
Ellis  Harold  Schoonmaker 
Howard  Monroe  Sheppard 
Harry  Clark  Smalley 
Preston  Roberts  Smith 
Samuel  Wilson  Smith,  Jr. 
Garnett  Summerill 
Franklin  Slater  Thompson 
John  Harold  Thomson 
Millwood  Joseph  Truscott 
Reller  Davis  Van  Wagenen 
Robert  Leland  Voorhees 
Charles  Liebermann  Walker 
John  Roland  Waterfield 
Myron  Hale  Werkheiser 
Clifford  De  Puyster  Wilkin 
Clarence  William  Winchell 
Arthur  Jacob  Wirth 
John  Nicholas  Wittpenn,  Jr. 
Frederick  Zimmerman 


THE  COLLEGE  REGISTER 


383 


1919 


Robert  Williamson  Allan 
Roy  Elmer  Anderson 
John  Willson  Armstrong,  Jr. 
Dwight  Millen  Babbitt 
Karl  Oliver  Baird 
Daniel  Balikjian 
Harry  Everard  Barbehenn 
Norman  Glebe  Becker 
Charles  Henry  Young  Bellerjeau 
Horace  Patterson  Billings 
William  Goyne  Blackman 
Everett  Barkelew  Bleecker 
Harry  Bloom 
Joseph  Breckley 
Harold  Raymond  Briegs 
Charles  Briwa 

Frederick  William  BuUwinkel 
Samuel  Engle  Burr,  Jr. 
Robert  Hardy  Bursch 
Anthony  Edward  Casale 
Cono  Cornelius  Casale 
Albert  Daniel  Cheston 
George  Russell  Clarke 
Thomas  Francis  Colleran 
Frank  Van  Deventer  Cortelyou 
Joseph  Louis  Costa 
Donald  Hills  Davenport 
Raymond  Oliver  Davies 
Harry  Lisle  Denberg 
William  Henry  Dumont 
Burton  Erdell  Ebert 
Abraham  Gottlieb  Eisenberg 
William  Lester  Fehon 
William  Alfred  Feitner 
Theodore  Hampson  Foley 
Vernon  Cartwright  Fox 
Churchill  Charles  Franklin 
Wilber  Russell  Freeman 
Elmer  Horton  French 
Vincent  Joseph  Gallagher,  Jr. 
Alfred  Tennyson  Garrett 
Irving  Youlen  Gidley 
Louis  Rand  Goldberg 
Abraham  Golden 
Morris  Goldfarb 
David  Goldstein 
Warren  Leighton  Grifl^ 
Henry  George  Haas 
Earl  Stretch  Harris 


Roy  Randolph  Hawthorne 
Harold  Charles  Heilmanu 
Michael  Harold  Higgins 
August  William  Hock 
Charles  Henry  Holleubeck 
William  Kirby  Holmes,  Jr. 
Donald  James  Huyssoon 
Benjamin  Harris  Iskovitz 
Everet  Wendell  Jackson 
John  Kenneth  Jackson 
Morris  Bacon  Jackson 
Jacob  Jankelwitz 
Enos  Frasier  Jones 
Philip  Bradford  Keyes 
George  Adrian  Kuyper 
Morton  Adelbert  Leber 
Hanford  Farmer  Lefurgy 
Alfred  Lindeburg 
Paul  Woolman  Lukens 
Julian  Milton  Lyon 
Francis  Edward  Lyons 
John  Long  MacNair 
Frank  Lamont  Macwatty 
Harold  Stanley  McWithey 
Hermas  Victor  Main 
Donald  Malven 
Brooks  Collins  Martin 
Titus  Bonner  Maxwell 
Frank  Pearson  Merritt 
Ross  Heylmunn  Miner 
Perry  Martin  Moore 
Harold  Edward  Morgan 
Alfred  August  Neuschaefer 
George  Sterling  Otis 
Garwood  Russell  Ottinger 
Henry  Read  Perkins 
Edward  Davies  Perry 
John  Richard  Perry 
Hugo  Menzel  Pfaltz 
Malcolm  Slack  Pitt 
Charles  Irwin  Post 
George  Hargis  Prall 
Lewellyn  Neville  Pratt 
Neal  Dow  Quimby 
Charles  Elwood  Reese 
Frank  Wilbur  Remsen,  Jr. 
Kenneth  M.  Rendall 
Austin  Melville  Rice 
Paul  Le  Roy  Robeson 


384 


EUTGERS  CELEBRATION 


Spencer  James  Robinson 
Henry  Wolcott  Rogers 
Dana  Werner  Ruedemann 
Frederick  William  Rumohr 
Mefford  Ross  Runyon 
Joseph  William  Scheer 
Henry  Addison  Schell 
Francis  Marion  Sebring 
William  Seltzer 
Maurice  Bernard  Shapiro 
Alfred  Phillips  Skinner 
Laurence  Sliker 
William  Van  Mater  Spader 
Joseph  Horace  Sprague,  Jr. 
Charles  Le  Roy  Steegar 
Jaques  Marcus  Stryker 
Raymond  J.  T.  Swing 
Charles  Sykes 
Harold  Cuyler  Taylor 
Howard  Haines  Thomas 
Edwin  Buckley  Thompson 
James  Harold  Thompson 


Merrill  Hazleton  Thompson 
Harvey  John  Tiger 
Marmion  Robert  Trimnell 
Jerome  Stephenson  Underhill 
John  Royle  Van  Arsdale 
Pierre  Van  Dyck 
Arthur  Kenney  Van  Fleet 
Pierre  Duclos  Van  Mater 
Anson  Willard  Voorhees 
Benjamin  Booth  Wainwright 
Anton  Ward 
Sheldon  Elliott  Ward 
Edward  David  Warenreich 
Albert  Watman 
Walter  Cobson  Weller 
Louis  Ferdinand  Wetterberg 
Edgar  La  Verne  Whiting 
William  Graham  Whitney 
James  Williams 
Cyril  Wimpenny 
Malcolm  Russell  Young 


1920 


Frank  Stirling  AUmuth 
Bruce  Walker  Angus 
Wilber  Thomas  Archibald 
Henry  Vernon  Aspinall 
Harold  Mandeville  Augustine 
John  Charles  Aydelott 
William  Henry  Backus 
Floyd  Willard  Baisden 
Clifford  Nelson  Baker 
Edwin  William  Barbehenn 
Gustave  S.  Bear 
Reuben  Begam 
George  Charles  Bingham 
Cornelius  Brett  Boocock 
Wesley  Robert  Braunsdorf 
Emanuel  Breitkopf 
Gordon  Brown 
Chester  Emmons  Budd 
William  Dement  Burch,  Jr. 
Edmund  Utter  Burhans 
Andrew  Alois  Burkhardt 
Charles  Henry  Butcher 
Francis  Victor  Cahill 
Graham  Hutton  Cairns 
Herbert  Ryerson  Campbell,  Jr. 
John  Francis  Campbell 


Cyrus  Card 
Edward  Leo  Casey 
James  Stanley  Chamberlin 
Leslie  Roosevelt  Cheshire 
James  Edward  Church 
Emil  Zola  Cohen 
Morris  Cohen 
Henry  Clay  Conger,  3d 
Earle  Van  Arsdale  Conover 
Clyde  Willard  Cook 
James  Patrick  Corrigan 
Emmett  Girard  Craig 
Archer  Duryee  Crooks 
Chester  Curtis  Cubberley 
James  Joseph  Curran 
Warren  John  Joseph  Darwent 
Robert  Ritter  Davenport 
Malcolm  Frick  Davies 
Ward  Jackson  Davies 
Edmund  Tomlinson  Davis,  2d 
William  Frederic  Davis 
Arthur  Runyon  Dayton 
George  Henry  Dayton 
Myron  Raymond  Dean 
John  Willard  De  Witt 
Abram  Becker  Dickinson,  Jr. 


THE  COLLEGE  REGISTER 


385 


LeRoy  Spencer  Drake 
James  Henry  Dufft 
Franklin  Reed  Diilany 
Richard  White  Dunham 
Edwin  Martin  Diirand 
Taylor  Harris  Edwards 
Solomon  Efrein 
Herman  Elkan  Eisenberg 
Allen  Keith  Ellinwood 
Robert  Caldwell  Elliott 
Andrew  Frank  Eschenfelder 
Harry  David  Feinberg 
John  Edward  Feller 
William  Raymond  Felton 
Paul  Fieldhouse  Fenton 
Eric  Fleming 
Herbert  Richard  Fleming 
Sollie  Herbert  Flitman 
Louis  Douglas  Fouquet,  Jr. 
Walter  Edmund  Franke 
Eli  Frankel 
Harold  Max  Froehlich 
James  Monroe  Frost 
Francis  Gelber 
James  Percival  Gibson 
Samuel  Alexander  Goldstein 
Andrew  Nembach  Grass 
William  Gordon  Gray 
Harold  Oswaldt  Griffiths 
Frank  James  Growney 
William  MacKinlay  Hadden 
Frederick  Arthur  Hall 
Kenneth  Cromwell  Hand 
Herman  Harad 
John  Hutton  Hasbrouck 
Percy  James  Hauser 
Homer  Howard  Hazel 
Russell  James  Headley 
Russell  Hunt  Heim 
William  Henry  Hendrickson,  Jr. 
Michael  M.  Hershman 
Cedric  Ashley  Hickman 
Lewis  Perry  Hoagland 
Louis  George  Horowitz 
James  Willard  Christopher 

Houlihan 
Joseph  Adolf  Howard 
John  Gardiner  Hubbard 
Rudolph  Frederick  lUig,  Jr. 
Dominic  Intiso 
James  Draper  Jackson 


John  Harold  Johnston 
Joseph  Joshua  Karp 
Leo  Albert  Keane 
John  Henry  Keflfer 
Frank  Benedict  Kelley 
David  Kelly 
Rufus  Edgar  Kleinhans 
John  Russell  Knowlton 
William  Henry  Koyen 
Samuel  Emanuel  Kramer 
Charles  Alfred  Lakens 
George  Edward  Lamb 
Sanford  Ricardo  Langwith 
Albert  Lauber 
Charles  Osborne  Lawes 
Ernest  Frederick  Lawes,  Jr. 
Loring  Ross  Lecraw 
Walter  Colburn  Letson 
George  Belwood  Lilly 
Carl  Lindemer,  Jr. 
Harold  Linsky 
Jesse  Ralston  Lippincott 
Joseph  Shimer  Loder 
James  Knickerbocker  Losee 
Leo  Simon  Lowenkopf 
Andrew  Francis  Lynch 
Leon  Cornelius  McBride 
Ernest  Speakman  MacKenzie 
Arthur  William  McMahon 
Warren  Shepard  Martin 
George  Adriance  Mead 
Charles  Metz,  Jr. 
Calvin  Christian  Meury 
John  Lloyd  Miller 
John  Malcolm  Miller 
Walter  Lang  Molineux 
Harold  Clifford  Moneypenny 
Joseph  Cornelius  Morrell 
Wilton  Edgar  Mount 
Harold  Marsland  Neely 
Allen  Wirtz  Nobbe 
Richard  Thornton  Noble 
James  Cox  Norris,  Jr. 
Raymond  Francis  O'Brien 
Joseph  Charles  Oxley 
Preston  Kinney  Packard 
Henry  Griffith  Parker,  Jr. 
Edward  John  Patterson 
Allen  Flitcraft  Peirce 
Antonio  R.  Pelaez 
Francis  William  Petit 


386 


RUTGERS  CELEBRATION 


Brainerd  Schuyler  Pidgeon 
George  Edward  Pierce,  Jr. 
Frank  Abraham  Plain 
Richard  Freeman  Potter 
George  Washington  Prove 
John  Turnbull  Quigley 
Shivler  Bertram  Reed 
Charles  Walter  Rice 
John  Ernest  Robinson 
Millard  Fillmore  Ross,  Jr. 
Edward  James  Rowe 
Michael  Frankel  Rubin 
Walter  Ruck 
Wilbur  Fowler  Rue 
Benjamin  Ralph  Rugen 
George  Benjamin  Rule 
Robert  Holmes  Rusby 
Raymond  Welch  Salm 
Amos  Howard  Saxe 
Benjamin  Howard  Schlain 
Carl  Gustave  Scott 
Louis  Shapiro 
Dudley  H.  Sheridan 
Leonard  Augustus  Sibley 
Louis  Siegel 
Perry  Dickerson  Smith 


George  Augustus  Smyth 
Stewart  Braisted  Sniffen 
Robert  Henry  Stahl 
Donald  George  Storck 
John  Morris  Summerill,  Jr. 
John  Jackson  Sutton 
Harry  P.  Swing 
Leland  Lee  Taliaferro 
George  Edwin  Talmage,  Jr. 
John  Ellison  Tattersall 
Arthur  Edwin  Thevenet 
Peter  Martin  Thompson 
Herbert  Onyx  Tilton 
Harry  David  Tomlinson 
Ralph  P.  S.  Van  Orden 
Foster  Mahlon  Voorhees 
Ralph  Spencer  Voorhees,  Jr. 
Richard  Shepard  Vose 
Rodney  Seager  Vose 
John  Henry  Wallace 
Raymond  Livingston  Walrath 
James  Conrad  Weisel 
Samuel  Joseph  Weller 
John  Swan  Whitehill,  Jr. 
Howard  Spencer  Wilcox 
Howard  Blakesley  Wortendyke 


Harry  Morris  Hansen 


SPECIAL  STUDENTS 

Erie  Wilfred  Turner 


DATE  DUE 


University  of  California 

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